Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities     

Douglas Fuchs  Donald L. Compton  Lynn S. Fuchs  Joan Bryant  G. Nicole Davis 《Reading and writing》2008,21(4):413-436

Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: primary intervention (tier 1) refers to classroom instruction; secondary intervention (tier 2) usually involves more intensive pullout, small-group instruction; and tertiary intervention (tier 3) typically denotes most intensive special education. Despite RTI’s popularity and promise, there are many questions about how to implement it effectively and efficiently. So, in 2001, the Office of Special Education Programs in the U.S. Department of Education funded the National Research Center on Learning Disabilities to conduct two large-scale, field-based, longitudinal, and experimental RTI studies. Both studies, one in reading and one in math, were conducted at first grade, with annual follow up for 3 years in the reading study and 2 years in the math study. This article summarizes findings from the reading study, which was designed to answer three basic questions about RTI’s pivotal secondary intervention: Who should participate in it? What instruction should be conducted to decrease the prevalence of reading disabilities? How should responsiveness and non-responsiveness be defined?  相似文献   

Achebe and friends at Umuahia: the making of a literary elite by Terri Ochiagha     

Kelly M. Duke Bryant 《History of education》2017,46(1):137-139

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Two-Year Impact of a Mindfulness-Based Program on Preschoolers’ Self-Regulation and Academic Performance     

Karen L. Thierry  Heather L. Bryant  Sandra Speegle Nobles  Karen S. Norris 《Early education and development》2016,27(6):805-821

Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas students in a business as usual control group showed a decline in these areas. No difference between the groups’ receptive vocabulary was found in prekindergarten. At the end of kindergarten, the mindfulness group had higher vocabulary and reading scores than the business as usual group. Practice or Policy: These findings suggest that mindfulness practices may be a promising technique that teachers can use in early childhood settings to enhance preschoolers’ executive functioning, with academic benefits emerging in the kindergarten year.  相似文献   

A Pop-up Service Point and Repurposed Study Spaces: Maintaining Market Share During a Renovation     

Marc Vinyard  Mark Roosa  Sally Bryant  Melinda Raine 《图书馆管理杂志》2018,58(5):449-467

Payson Library, the largest library at Pepperdine, primarily serves undergraduate students. It underwent a renovation between spring 2016 and fall 2017. Payson Library was closed during this renovation, and a Library Hub was established as a temporary service point and library information and teaching center on campus. Maintaining market share led to rolling out new services such as RAPID-ILL, repurposing a graduate campus library for increased study spaces, and reliance on a strong library liaison program. Predictably, there was a sharp reduction in patron visits, but there was success in providing reference, instruction, and access to the collections.  相似文献   

Becoming business critical: Knowledge for Healthcare          下载免费PDF全文

Sue Lacey Bryant  David Stewart  Louise Goswami  Maria J. Grant 《Health information and libraries journal》2016,33(3):167-171

Significant progress has been made in implementing Knowledge for Healthcare. This editorial reports the central contribution of effective partnerships and the involvement of librarians and knowledge specialists in this work. There are compelling business priorities. Key elements of work‐streams on demonstrating impact, workforce development and streamlining are indicated, along with areas of growing importance – knowledge management, embedded roles and health information for the public and patients. Knowledge, and the skills to help people to use it, are business critical.  相似文献   

Quality of Center Child Care and Infant Cognitive and Language Development   总被引：13，自引：0，他引：13  

Margaret R. Burchinal  Joanne E. Roberts  Laura A. Nabors  Donna M. Bryant 《Child development》1996,67(2):606-620

The relations between quality of center-based child care and infant cognitive and language development were examined in a sample of 79 African-American 12-month-old infants. Both structural and process measures of quality of child care were collected through interviews with the center director and observation of the infant classroom. Results indicated that quality of infant care positively correlated with scores on standardized assessments of cognitive development ( Bayley Scales of Infant Development ), language development (Sequenced Inventory of Communication Development), and communication skills (Communication and Symbolic Behavior Scales). In addition, quality of care in child care centers and at home was positively related. Analyses that adjusted for this association between quality of care at home and in child care suggested that the process measure of quality of child care independently related to the infant's cognitive development, and one structural measure, the infant-adult ratio, independently related to the infant's overall communication skills. Neither child nor family factors was found to moderate the association between child care quality and infant development. These findings, in conjunction with the growing child care literature, suggest that researchers and policymakers should focus on how quality of child care can be improved to enhance, not impair, infant development.  相似文献   

Child and Parenting Outcomes After 1 Year of Educare          下载免费PDF全文

Noreen Yazejian  Donna M. Bryant  Sydney Hans  Diane Horm  Lisa St. Clair  Nancy File  Margaret Burchinal 《Child development》2017,88(5):1671-1688

Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses.  相似文献   

A reply to Rubinoff     

Bryant Griffith 《Interchange》1992,23(4):441-443

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Erratum to: Achievement or Arrest? The Influence of the Collegiate Religious and Spiritual Climate on Students’ Worldview Commitment     

Matthew J. Mayhew  Alyssa Bryant Rockenbach 《Research in higher education》2013,54(1):85-85

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Directory     

Donald C. Bryant 《Quarterly Journal of Speech》2013,99(4):401-408

Reactions to the Wallace shooting and awareness of it indicate that the role of interpersonal first sources of information was much greater than expected from previous studies. A second study supported the hypothesis that delays between the event and the time‐of‐interview account for the apparent lack of interpersonal influence in other studies, through the dissociation of source and content within the receiver.  相似文献