Canadian Journal of School Psychology最新文献_第3页

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021 双语儿童英语阅读和语言理解的评估:2010 - 2021年的系统回顾

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-06-28 DOI: 10.1177/08295735231183608

Julie H. J. Oh, Badriah Basma, A. Bertone, G. Luk

{"title":"Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021","authors":"Julie H. J. Oh, Badriah Basma, A. Bertone, G. Luk","doi":"10.1177/08295735231183608","DOIUrl":"https://doi.org/10.1177/08295735231183608","url":null,"abstract":"Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without diverse language experiences. Depending on how researchers operationalize the construct of LC and RC, studies use different standardized tests or assessments to assess reading skills in children, which may lead to different findings across studies. The current review systematically examined tests of LC and RC that empirical studies have used to assess bilingual children who speak English as their second language. Out of an initial sample of 374 studies, 25 were eligible for inclusion. We extracted LC and RC assessments from the studies and documented task- and administration-related factors. Moreover, participant characteristics, definition of LC as described by authors, and findings related to the relationship between LC and RC were examined for each study. Our results demonstrated variability in the measures and definitions used to assess and describe LC and RC, potentially explaining the mixed findings in the literature. We underscore the importance of considering the multidimensional nature of LC and the need to further explore how different administrative and task characteristics of LC tests relate to RC. Furthermore, this review provides researchers and practitioners with an original and extensive survey of the literature on how LC and RC were assessed among bilingual children. Lastly, we highlight limitations in the current literature and discuss practical implications in the field of school psychology in supporting children with diverse language experiences.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44251646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration 执行功能和信息整合测试中的认知加工速度

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-06-21 DOI: 10.1177/08295735231181770

J. Das, Swagatika Samantaray

{"title":"Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration","authors":"J. Das, Swagatika Samantaray","doi":"10.1177/08295735231181770","DOIUrl":"https://doi.org/10.1177/08295735231181770","url":null,"abstract":"Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently investigated. We have two parts to this study. First, we examine the factor structure of an enlarged composite measure of speed measure by adding four additional tests comprising color naming, and two number naming tasks to the traditional RAN of digit and letter naming. In the second part, we determine the association of Speed with broad cognitive processes comprising Executive Functions, and Information processing. Participants were students in English medium schools in India. They were divided into two age groups (8–14 and 15–20) for statistical analyses of six Speed measures Results show a strong unitary speed factor in the 8 to 14 age group. In contrast, in the 15 to 20 group RAN tests comprising digits and letters showed a very small loading on the same factor. Addressing the second objective, which is the impact of speed on various cognitive tasks, the results show that response speed has a minimal influence on Nonverbal Configurations (simultaneous) tasks, and tasks of executive functions comprising Working Memory, and Visual-Spatial Processing. These tests will enable us to isolate specific cognitive deficiencies from response speed. In a re-examination of the relation between Reading & RAN-type tests, we could suggest that serial articulation is the common and essential feature that binds rapid naming tasks and reading fluency.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"268 - 282"},"PeriodicalIF":2.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43942458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Snapshot of Gay-Straight Alliance Clubs and Student Well-Being in Western Canadian High Schools. 加拿大西部高中同性恋-异性恋联盟俱乐部和学生幸福感的快照。

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-06-01 DOI: 10.1177/08295735231170337

Maria Di Stasio, Lauren Alston, Jason Harley

引用次数: 0

Intellectual Profiles of Clinic-Referred Preschoolers. 临床转诊学龄前儿童的智力概况。

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-06-01 DOI: 10.1177/08295735231154670

Fannie Labelle, Marie-Julie Béliveau, Karine Jauvin, Marc-Antoine Akzam-Ouellette

{"title":"Intellectual Profiles of Clinic-Referred Preschoolers.","authors":"Fannie Labelle, Marie-Julie Béliveau, Karine Jauvin, Marc-Antoine Akzam-Ouellette","doi":"10.1177/08295735231154670","DOIUrl":"https://doi.org/10.1177/08295735231154670","url":null,"abstract":"<p><p>Intellectual impairments in preschoolers have been widely studied. A regularity that emerges is that children's intellectual impairments have an important impact on later adjustments in life. However, few studies have looked at the intellectual profiles of young psychiatric outpatients. This study aimed to describe the intelligence profile of preschoolers referred to psychiatry for various cognitive and behavioral problems in terms of verbal, nonverbal, and full-scale IQ and to examine their association with diagnoses. Three hundred four clinical records from young children aged under 7 years and 3 months who consulted at an outpatient psychiatric clinic and who had one intellectual assessment with a Wechsler Preschool and Primary Scale of Intelligence were reviewed. Verbal IQ (VIQ), Nonverbal IQ (NVIQ), and Full-scale IQ (FSIQ) were extracted. Hierarchical cluster analysis using Ward's method was employed to organize data into groups. The children had, on average, a FSIQ of 81, which is significantly lower than that expected in the general population. Four clusters were identified by the hierarchical clusters analysis. Three were characterized by low, average, and high intellectual ability. The last cluster was characterized by a verbal deficit. Findings also revealed that children's diagnoses were not related to any specific cluster, except for children with an intellectual disability with, as expected, low abilities. Children referred to an intellectual assessment in an early childhood mental health clinic showed an altered intellectual development, more specifically in the verbal domain.</p>","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 2","pages":"127-143"},"PeriodicalIF":2.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10176752/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10296953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It’s Not Our Way: Navigating the Principle of Dual Relationships as a First Nation Practitioner 这不是我们的路：作为第一民族实践者驾驭双重关系原则

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-05-22 DOI: 10.1177/08295735231172832

Tanya Dawn McDougall

{"title":"It’s Not Our Way: Navigating the Principle of Dual Relationships as a First Nation Practitioner","authors":"Tanya Dawn McDougall","doi":"10.1177/08295735231172832","DOIUrl":"https://doi.org/10.1177/08295735231172832","url":null,"abstract":"First Nations and Eurocentric approaches in the field of psychology and mental health are rooted in different worldviews which creates incongruencies as to what may be deemed as effective standards of practice. This autoethnography describes the experience of a school psychology intern navigating through practice particularly as it pertains to the principle of dual relationships. With a first-person perspective the journey of exploration into this matter brings together the research found in academia and the guidelines formally set as well as the beliefs and values of local community members which were brought forth through a series of interviews and conversations. There are three main themes which arose that are highlighted and they are the embodiment of a spiritual orientation, substantiation of trust and integrity, and obligation to community. These themes explicate the differences in and implications for practice when working with First Nations people, particularly in remote spiritually connected communities. The practice of psychology in and with First Nation people needs to be rooted in their beliefs, values, and customs to be effective, to reflect the experience of Indigenous ways of helping, and to decolonize approaches in the field of psychology.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"203 - 213"},"PeriodicalIF":2.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49163628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Motor Skills are More Strongly Associated to Academic Performance for Girls Than Boys 运动技能与女生学习成绩的相关性比男生大

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-05-22 DOI: 10.1177/08295735231173518

E. Cinar, C. Fitzpatrick, M. L. Almeida, Chantal Camden, G. Garon-Carrier

{"title":"Motor Skills are More Strongly Associated to Academic Performance for Girls Than Boys","authors":"E. Cinar, C. Fitzpatrick, M. L. Almeida, Chantal Camden, G. Garon-Carrier","doi":"10.1177/08295735231173518","DOIUrl":"https://doi.org/10.1177/08295735231173518","url":null,"abstract":"This study investigated the contribution of fine and gross motor skills to academic and attentional performance at school entry among 832 boys and girls. Children were tested on their fine and gross motor skills (locomotor, object control) and their academic performance in receptive vocabulary, number knowledge, and attentional skills at 6 to 7 years old. Results from ordinary least square models adjusted for family income, maternal education attainment, and early cognitive skills at 41 to 48 months revealed that fine motor skills significantly predicted receptive vocabulary, number knowledge, and attention skills. The associations between fine motor skills with receptive vocabulary and attention were stronger for girls than boys. Better performance in locomotor also significantly predicted higher levels of receptive vocabulary while object control was positively associated with attentional skills among girls only. Children with better motor abilities, especially fine motor skills, are more likely to be successful in the areas requiring language, numeracy, and attentional skills. Thus, motor skills should be a focus of interest for increasing academic and attentional skills level at school entry, particularly in girls.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"252 - 267"},"PeriodicalIF":2.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49575550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Consultation and Mental Health Interventions in School Settings: A Scientist-practitioner’s Guide 书评:《学校环境中的咨询和心理健康干预:科学家-从业者指南》

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-04-12 DOI: 10.1177/08295735231167934

Janine Newton Montgomery

引用次数: 0

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review 英语省份法语新生的融入经验:文献回顾

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-02-14 DOI: 10.1177/08295735231155045

Kateřina Palová, Amielle Pagtalunan, Louai Rahal, A. Kassan

引用次数: 1

On Whose Territory Does Our School District Reside? Beginning Steps Toward Relationship Development With Urban First Nations 我们的学区位于谁的领地？与城市原住民发展关系的开端

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-02-13 DOI: 10.1177/08295735221147323

Dana Dmytro, K. Marshall, Shauna Loewen-Schmidt, Sandra Gregory, Kishi Anderson Leachman, Daniel Murphy, J. Dmyterko, Simon Bazett, Melanie Nelson

{"title":"On Whose Territory Does Our School District Reside? Beginning Steps Toward Relationship Development With Urban First Nations","authors":"Dana Dmytro, K. Marshall, Shauna Loewen-Schmidt, Sandra Gregory, Kishi Anderson Leachman, Daniel Murphy, J. Dmyterko, Simon Bazett, Melanie Nelson","doi":"10.1177/08295735221147323","DOIUrl":"https://doi.org/10.1177/08295735221147323","url":null,"abstract":"Following the 2015 release of Truth and Reconciliation Commission’s Final Report in Canada, disciplines at various levels of federal and provincial infrastructures have begun taking up reconciliation in their practice. In 2018, the Canadian Psychological Association (CPA) and the Psychology Foundation of Canada (PFC) released a joint response, which outlines how the profession has violated its own ethics with respect to practice with Indigenous peoples and how to move forward through a reconciliatory process as individuals and as a profession. What is unclear is how individual psychologists and psychologist teams are taking up reconciliation in their practice, years after the CPA/PFC Response to the TRC. As psychologists and other helping professionals learn about the history of marginalization of Indigenous peoples within the discipline of psychology, many may be searching for more specific examples of how to begin or extend the process of addressing reconciliation. This Brief Commentary will focus on the practice of one group of school psychologists working in a public school district in an urban setting in British Columbia who are engaging in relationship development with First Nations communities on whose territory the district resides. Psychologists from the team will contribute reflections regarding their experience with the process as a whole. These psychologists have been part of a school psychology team that has been involved in reconciliation for some time and are actively pursuing individual and group accountability toward Indigenous people. The context of the group and steps taken from the team’s personal and professional introduction to the topic of reconciliation, and facilitators and considerations that impacted the group’s progress will be explored.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"214 - 224"},"PeriodicalIF":2.2,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45959100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to the Special Issue–School psychology and Indigenous Peoples: Critical Perspectives and Indigenous-led Approaches 专题导论-学校心理学和土著人民:批判的观点和土著主导的方法

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-02-09 DOI: 10.1177/08295735231156984

Meadow Schroeder, Elisa Lacerda-Vandenborn, Melanie M. Nelson, D. Wendt

引用次数: 0