Researchers led by Steven R. Wilson of Purdue University videotaped forty mothers as they completed a ten minute play period with one of their children between the ages of three and eight years. The mothers then completed a series of questionnaires including the Verbal Aggressiveness Scale. …
Full article: EurekAlert!
Chronic reading problems and depression appear to be related, especially among low-income children, and the reading problems precede the depression. A new study done by researchers at the University of Delaware and West Chester University of Pennsylvania found that low-income children who take part in reading assistance programs in fifth grade are more depressed, anxious, and withdrawn than their peers, especially when they have chronic reading problems. The study is reported in the March-April 2007 issue of the journal Child Development. …
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Bilingual learning can provide substantial benefits for second and third generation children whose families speak a language other than English, according to ESRC-funded research by Goldsmiths, University of London. Even when children have grown up in the UK with English as their stronger language, using both languages aids cognitive development and strengthens their identities as learners. …
Read the full news release at AlphaGalileo.org
For decades, a debate has simmered in the educational community over the best way to teach children how to read. Proponents of phonics, the “whole language and meaning” approach and other teaching methods long have battled for dominance, each insisting that theirs is the superior strategy. Now, a Florida State University researcher has entered the fray with a paper in the prestigious journal Science that says there is no one “best” method for teaching children to read.
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