Reading view
“I know we need to be regulated, but I don't think this is the right way”: Early education managers’ experiences of group setting inspections in England
Early childhood education is regarded as key to help ensure long-term positive outcomes for children, and high-quality provision crucial for long-term developmental outcomes. However, how settings are inspected for the quality of their services varies ...
“We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability
As a response to the growing recognition of the importance of ensuring a sustainable future for humanity and the planet, there has been a push by various stakeholders for the integration of sustainability education in the early years. This small-scale, ...
Reliability and Validity of the Turkish Version of the Test of Childhood Stuttering (TOCS)
Publication date: Available online 13 March 2025
Source: Journal of Communication Disorders
Author(s): Ayse İlayda Mutlu, Aysen Köse, Sadiye Bacik Tirank
Pairing phrase‐cued text with readers theatre: Effects on reading prosody and automaticity
Background
We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase-cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence-based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience.
Methods
Ten first- to third-grade students (ages 6–9 years old) who were falling behind reading grade-level expectations participated in the study. We used a randomised single-case nonconcurrent multiple-baseline research design that features a time-staggered introduction of the instructional intervention across participants, along with an associated randomisation test statistical analysis. The design is particularly well suited to the present study because it yields valid results based on small sample sizes, contains its own control group (because each participant serves as his or her own control) and allows for the testing of the effectiveness of a specific instructional component – in this case, phrase-cued text.
Results
As hypothesised, adding phrase-cued phrases led to a statistically significant performance increase on the combination of two subscales of the Multidimensional Fluency Scale (MFS), expression and phrasing, subscales that represent the subconstruct, prosody.
Conclusions
Adding text with highlighted phrase boundaries enhanced the effect of readers theatre on two aspects of prosody: expression and phrasing.
Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention
Publication date: June 2025
Source: Teaching and Teacher Education, Volume 159
Author(s): Hongzhi Yang, Lina Markauskaite
Pupils' knowledge of rules and its influence on rule-breaking behaviour in the classroom – A mixed methods study
Publication date: June 2025
Source: Teaching and Teacher Education, Volume 159
Author(s): Leon Dittmann, Benjamin Schimke, Claudia Schuchart, Doris Bühler-Niederberger
Editorial Board
Publication date: June 2025
Source: Journal of Experimental Child Psychology, Volume 254
Author(s):
Relations Between Paternal Child‐Rearing and Child Inhibited Temperament Across Infancy and Toddlerhood
ABSTRACT
Child inhibited temperament is influenced by parenting behaviors, and vice versa. Fathers remain underrepresented in studies examining relations between parenting and temperament. The current study focused on fathers, using a three-point longitudinal design. Father-child dyads (n = 116; 56.9% Male; 88.7% White) participated in laboratory assessments at child ages 1, 2, and 3 years. Children participated in observational tasks designed to measure inhibited temperament, and fathers self-reported parenting behaviors and rated their child's temperament. Path models testing concurrent and longitudinal relations revealed that paternal nurturance, restrictiveness, and encouragement of independence were associated with observed inhibited temperament in infancy, but not with father-rated inhibited temperament. Early observed child inhibited temperament at age 1 year predicted greater levels of paternal encouragement of independence at age 2 years. Findings demonstrated evidence for both father-directed and child-directed effects, suggesting fathers and children influence each other's behavior over time. Overall, this study supports continued focus on fathers' parenting and provides insight into the nuanced impact of fathering on child temperament development.
BrainXcan identifies brain features associated with behavioral and psychiatric traits using large-scale genetic and imaging data
Publication date: Available online 13 March 2025
Source: Developmental Cognitive Neuroscience
Author(s): Yanyu Liang, Festus Nyasimi, Owen Melia, Timothy J. Carroll, Thomas Brettin, Andrew Brown, Hae Kyung Im
The role of socioeconomic status in shaping associations between sensory association cortex and prefrontal structure and implications for executive function
Publication date: Available online 13 March 2025
Source: Developmental Cognitive Neuroscience
Author(s): Maya L. Rosen, Divyangana Rakesh, Rachel R. Romeo