Investigation of Inferential Skills in School Going Preadolescents

Inferential skill plays an important part in the comprehension of language and enhances educational performance of school-aged children. We examined the role of age, gender and scholastic performances in inferential skills of preadolescent students attending English medium school (age range 8 to 12 years). In order to compare the inferential skills across age, gender and scholastic performances, t-test was used. There was a steady increase in the inference skills of students with increasing age. The inferential skills of male students were found to be better than female students. Students with above average scholastic performance made more inferences than students with below average scholastic performance. The higher scores in inferential skills across these three domains could be due to better vocabulary, reading comprehension and world knowledge. This paper emphasizes on the importance of inferential skills in educational success. It identifies the key factors influencing the inferential skills and the need to work on them by the school-based speech language pathologists (SLP). Key words: Inferential skill, educational success, scholastic performance, preadolescent, inference.

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The Role of Ethnicity in School-Based Obesity Intervention for School-Aged Children: A Pilot Evaluation

Journal of School Health ◽

10.1111/josh.12433 ◽

2016 ◽

Vol 86 (11) ◽

pp. 778-786 ◽

Cited By ~ 5

Author(s):

Sabrina A. Karczewski ◽

Jocelyn S. Carter ◽

Draycen D. DeCator

Keyword(s):

School Aged Children ◽

School Based ◽

Obesity Intervention

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Developing a Structural Equation Model for Predicting the Sense of Belonging to School Based on Family Cohesion with the Mediating Role of Spiritual Intelligence in Secondary School Male Students in Ardabil in the Academic Year 2020-2021: A Descriptive Study

Journal of Rafsanjan University of Medical Sciences ◽

10.52547/jrums.20.8.865 ◽

2021 ◽

Vol 20 (8) ◽

pp. 865-878

Author(s):

H. Taqavi ◽

M. Javidpour ◽

Sh. Ahmadi ◽

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...

Keyword(s):

Sense Of Belonging ◽

Structural Equation ◽

Family Cohesion ◽

Equation Model ◽

Spiritual Intelligence ◽

Male Students ◽

Mediating Role ◽

School Based ◽

Academic Year

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Sleeping late is a risk factor for myopia development amongst school-aged children in China

Scientific Reports ◽

10.1038/s41598-020-74348-7 ◽

2020 ◽

Vol 10 (1) ◽

Author(s):

Xiao Nicole Liu ◽

Thomas John Naduvilath ◽

Jingjing Wang ◽

Shuyu Xiong ◽

Xiangui He ◽

...

Keyword(s):

Risk Factor ◽

Odds Ratio ◽

Indoor Environment ◽

Prospective Trial ◽

School Aged Children ◽

School Based ◽

Behavioural Factors ◽

The Relationship ◽

Susceptible Group

Abstract Myopia, a leading cause of distance vision impairment, is projected to affect half of the world’s population in 30 years. We analysed the relationship between certain demographic, environmental, and behavioural factors and myopia from a 2-year school-based, prospective trial conducted in Shanghai, China. This trial enrolled 6295 school-aged children at baseline and followed them up for 24 months. The relationship between abovementioned factors and myopia was examined and the role of sleep in childhood myopia development was highlighted. Our results suggest that ‘sleeping late’ is a risk factor for myopia prevalence at baseline (odds ratio [OR] = 1.55, p = 0.04), 2-year myopia incidence (odds ratio [OR] = 1.44, p = 0.02) and progression over 24 months (p = 0.005), after adjusting for residency area, age, gender, sleep duration, and time spent outdoors. The identification and consistency of results with late sleepers being a susceptible group to both myopia onset and progression suggests a complex relationship between circadian rhythm, indoor environment, habitual indoor activities and myopia development and progression. These results can offer new insights to future myopia aetiology studies as well as aid in decision-making of myopia prevention strategies.

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Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00040 ◽

2020 ◽

Vol 51 (2) ◽

pp. 469-478

Author(s):

Sarah Allen ◽

Robert Mayo

Keyword(s):

Hearing Loss ◽

Online Survey ◽

Working Relationships ◽

Speech Language Pathologists ◽

School Aged Children ◽

School Based ◽

Significant Difference ◽

Positive Feelings ◽

Children With Hearing Loss ◽

Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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The Role of a School-Based SLP on a Cleft Palate /Craniofacial Team

Perspectives on School-Based Issues ◽

10.1044/sbi7.2.13 ◽

2006 ◽

Vol 7 (2) ◽

pp. 13-16

Author(s):

Fay L. Jones

Keyword(s):

Cleft Palate ◽

School Based

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Assessing Language and Literacy Skills of School-Aged Children

Perspectives on School-Based Issues ◽

10.1044/sbi9.2.66 ◽

2008 ◽

Vol 9 (2) ◽

pp. 66-70

Author(s):

Jennifer Walz Garrett

Keyword(s):

Literacy Skills ◽

Assessment Tools ◽

Treatment Goals ◽

Miscue Analysis ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Aged Children ◽

School Based ◽

Assessment Procedures ◽

Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

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Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

Journal of Individual Differences ◽

10.1027/1614-0001/a000193 ◽

2016 ◽

Vol 37 (2) ◽

pp. 96-104 ◽

Cited By ~ 1

Author(s):

Hasida Ben-Zur

Keyword(s):

Life Satisfaction ◽

Positive Affect ◽

Subjective Wellbeing ◽

Social Comparisons ◽

Self Esteem ◽

Psychological Resources ◽

Low Levels ◽

Age Range ◽

General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

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