Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta‐Analytic Review

The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed.     

The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences

We studied the occurrence and nature of learningin a university first year Introduction toGeomorphology course, and its relations with priorknowledge taught in a prerequisite course, and withthe prior knowledge in the to be learned subjects. Tendimensions of knowledge were tapped before and afterthe course by conventional and cognitive structuremeasures that were derived by the concept mappingmethodology. The fine-grain analysis of learningoutcomes yielded the following results: (a) studentsacquired only a small portion of the content in thecourse Introduction to Geomorphology, (b) the priorgeological and geomorphological knowledge did notaffect the learning of the new geomorphologicalcontents, (c) the minor effects appeared within ratherthan across knowledge dimensions, and they affectedmainly the learning of smaller knowledge units, and(d) concept definition cannot be considereda valid probe of knowledge. The differential effects of prior knowledge question thecentral, global and undifferentiated role that schematheories ascribe to prior knowledge in futurelearning. They call for greater reference to theexposed dimensions of knowledge by suggestingadditional factors to be considered in the sequencingof courses, as well as to the acquisition of complexknowledge with partial meaning of the basic knowledgeunits, and the use of new cognitive structure probesof knowledge.     

Familiar Object Salience Affects Novel Word Learning

Children use the presence of familiar objects with known names to identify the correct referents of novel words. In natural environments, objects vary widely in salience. The presence of familiar objects may sometimes hinder rather than help word learning. To test this hypothesis, 3-year-olds (N = 36) were shown novel objects paired with familiar objects that varied in their visual salience. When the novel objects were labeled, children were slower and less accurate at fixating them in the presence of highly salient familiar objects than in the presence of less salient familiar objects. They were also less successful in retaining these word-referent pairings. While familiar objects may facilitate novel word learning in ambiguous situations, the properties of familiar objects matter.     

University autonomy and public policies: A system theory perspective

This article addresses problems facing universities because of external pressures for changes in their teaching, research, and governance and management policies and practices to align them with public policies. The view is put that governments are introducing public policies in times of economic recession to achieve rationalisation of human, physical and financial resources in higher education and to foster initiatives that shape university teaching and research to serve the needs of society and assist in national economic recovery. Examples of these external pressures, which have resulted in intrusions into the autonomy of university governance and management, are provided in the context of general system theory. It is assumed that the pressure of public policies on universities will continue and that each university should have a development plan for its present and future teaching and research activities, which has the endorsement of the government higher education advisory agency so that university management can function on a secure basis. The effectiveness and efficiency of functioning at the various levels of the university system should be assessed by periodic evaluative reviews. The quality of management by academic leaders should be fostered by the establishment of national centres for the study of higher education management and policy. The relationship between government higher education advisory agencies and universities should be renegotiated so that, as interdependent and interrelated parts of the higher education system, they work in joint co-operation to ensure the most effective and appropriate development of each institution. Nevertheless, a state of equilibrium between the university system and the supra (social) system within which it exists will never fully be achieved. The fundamental role and functions of a university require that it be concerned with teaching and researching both ageless and current phenomena. Hence, a perfect equilibrium state cannot exist if external social pressures are for the main weight of university activities to be shifted to providing service for the current needs of society.