Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading–writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.

Psychological and Neural Differences of Music Processing in Autistic Individuals: A Scoping Review

Despite abundant research and clinical evidence of the effectiveness of music interventions for people in the autism spectrum, understanding of music processing in this community is limited. We explored whether research evidence of differences in music processing within the autistic community is available. We developed a scoping review to search for literature with the terms “music”, “processing,” and “autism” (and variants). We searched PubMed, CINAHL, Scopus, Web of Science, PsycInfo, Academic Search Complete, ERIC, and Music Index databases for a total of 10,857 articles, with 5,236 duplicates. The remaining 5,621 titles and abstracts were screened for eligibility by a team of four undergraduate and graduate students and the PI. Seventy-five studies were included for data extraction. Data were analyzed with descriptive statistics regarding author, study, stimulus, and participant information, and a thematic analysis of outcome and findings. Our findings are preliminary given the emerging nature of the literature, the use of mostly non-musical auditory stimuli, passive listening experiences, and underreported demographics. However, the literature shows some evidence of differences in music processing for autistic individuals, including reduced habituation to non-musical and musical stimuli; truncated, delayed, or divergent developmental trajectories; and possible compensatory higher-order mechanisms that yield similar behavioral responses even in the presence of divergent neural correlates. Music therapists are encouraged to adopt a developmental perspective, not only of general skills, but specifically of music skill development in this community, and to extrapolate these findings with caution, given the current limitations in the evidence.

Response to Diversity in a Digital World

The purpose of this chapter is to reflect on and respond to the work done by the authors of the subsequent chapters. The experiences and work of the contributors of this book highlight the general skills necessary for diversity, equity, and inclusion (DEI) and affirm the premises of DEI work. The chapters also include innovative ideas that can increase engagement with the DEI agenda. Finally, the chapters provide some exciting possibilities on how the digital world can further the current DEI discourse.

Validation of a Newly Developed Competency Assessment Tool for the Posterior Sagittal Anorectoplasty

Introduction The correction of an anorectal malformation (ARM) is complex and relatively infrequent. Simulation training and subsequent assessment may result in better clinical outcomes. Assessment can be done using a competency assessment tool (CAT). This study aims to develop and validate a CAT for the posterior sagittal anorectoplasty (PSARP) on a simulation model. Materials and Methods The CAT-PSARP was developed after consultation with experts in the field. The PSARP was divided into five steps, while tissue and instrument handling were scored separately. Participants of pediatric colorectal hands-on courses in 2019 and 2020 were asked to participate. They performed one PSARP procedure on an ARM simulation model, while being assessed by two objective observers using the CAT-PSARP. Results A total of 82 participants were enrolled. A fair interobserver agreement was found for general skills (intraclass correlation coefficient [ICC] = 0.524, p < 0.001), a good agreement for specific skills (ICC = 0.646, p < 0.001), and overall performance (ICC = 0.669, p < 0.001). The experienced group scored higher on all steps (p < 0.001), except for “anoplasty (p = 0.540),” compared with an inexperienced group. Conclusion The CAT-PSARP is a suitable objective assessment tool for the overall performance of the included steps of the PSARP for repair of an ARM on a simulation model.

Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills

This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children’s (N = 206) numeracy, cognitive, and language skills were measured at grade 1 and arithmetic fluency and curriculum-based mathematics (CBM) at grade 3. Logistic regression analyses showed that symbolic numerical magnitude processing, verbal counting, and rapid automatized naming predicted MLD25 status (performance ≤ 25th percentile) based on arithmetic fluency, whereas verbal counting skills and nonverbal reasoning predicted the status based on CBM. The same predictors were found for MLD10 status (performance ≤ 10th percentile), and in addition, rapid automatized naming predicted the status based on CBM. Only symbolic numerical magnitude processing and verbal counting predicted LOW status (performance between 11–25th percentile) based on arithmetic fluency, whereas nonverbal reasoning and working memory when the status was based on CBM. Different cut-off scores and mathematics measures used for the definition of MLD status are important to acknowledge, as those seem to lead to different early domain-specific and domain-general predictors of MLD.

Working practices of professional piano accompanists outlined through a conceptual framework

Working practices of professional accompanists in the solo–accompaniment medium were analyzed as reported by professional musicians, both piano accompanist practitioners and instrumental and vocal soloists. The data collected from two empirical studies, in conjunction with material drawn from pre-existing literature, resulted in the formulation of a conceptual framework of professional piano accompaniment practice. The framework provides a foundation for understanding the working practices of professional accompanists, in terms of the specific and general skills exemplified in their practice. The working practices outlined in this chapter are concerned with four themes central to the framework: interaction, communication, support, and expectations and assumptions. Each theme is illustrated using sample scenarios, providing scope for understanding their application by accompanists, in practice.

The Graduates Tracer Study: Bachelor of Elementary Education Program

The study assessed the impact of the Bachelor of Elementary Education program in the life of its graduates in terms of their employability and professional competencies based on the perceptions of graduates and their employers. The survey method was used in the study to determine the graduates' status and performance. There are 250 BEEd graduates involved in the study. Descriptive statistics such as frequency, percent, and arithmetic mean were utilized to determine and describe the profile of graduates and employers, the trend in the employment of graduates for the term being studied, the employers’ assessment of the graduates in terms of their knowledge and understanding of their field of specialization, qualities, general skills and specialized skills generally expected of them in order to succeed in their teaching performance, and the over-all preparation of graduates acquired from the University for the type of work they are currently engaging and other skills needed for their future demands. The data generated from the employers' assessment of the variables mentioned was further analyzed and categorized to generate interrelated thoughts/themes that will emerge from the data. The results of the study showed that graduates of the program are competent because most of the graduates are licensed professionals, employed with regular or permanent status. However, it has been found that graduates need to gain innovative skills such as, research and the use of information communication and technology. The findings can be used as the basis of the program in improving the curriculum and instruction.

Supporting Young Children’s Development of Executive Function Through Early Mathematics

Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.

STRATEGI MENINGKATKAN OUTCOMES PASCA PELATIHAN VOKASI TUKANG BAHAN BANGUNAN PAVING BLOK PROGRAM KOTAKU

This study aims to analyze how much change is experienced by vocational training participants in paving block construction materials on learning in attitudes, knowledge, general skills, and specific skills (outcomes). In addition, this analysis is also intended to determine how the effect of vocational training on paving block construction materials on the results of the changes obtained. The training was held on December 21-24, 2020, at the Faculty of Engineering, University of IBA Palembang. Forty participants attended the training. The data in this analysis were obtained through pre-test and post-test. These changes are described in 4 predicates using simple regression analysis: excellent, better, already good, and not good. The regression results showed that an average of 15.625% of the participants experienced an increase in results, an average of 76.25% of the participants obtained stable/stable results, and an average of 8.125%. Of the participants experienced a decrease in results. The analysis results found that training had an effect of 3.1% on participants' attitudes, 15.8% on participants' knowledge, 19.8% on general skills of participants, and 0.2% on specific skills of participants. The R-square value is not very influential because most of the participants are craftsmen who have experience making paving blocks. It takes a strategy of activities focused on goals and an activity strategy to improve the final result. Thus, the participants' primary objective is to become competent construction workers of infrastructure, road construction, and settlements construction infrastructure can be achieved. Keywords: vocational training, attitude change, knowledge, general skills and special skills Abstrak Penelitian bertujuan memberikan solusi atas capaian pembelajaran (outcome) yang dicapai peserta setelah pelatihan vokasi tukang bahan bangunan paving blok. Pelatihan dilaksanakan 21-24 Desember 2020 di Fakultas Teknik Universitas IBA Palembang. Peserta berjumlah 40 orang, dan semuanya menjadi responden. Jawaban pre-test dan post-test, menunjukkan ada perubahan jumlah peserta terhadap capaian pembelajaran yaitu ; sikap, pengetahuan, keterampilan umum dan keterampilan khusus. Peserta dengan outcome meningkat 15,625%, yang tetap/stabil 76,25% dan peserta dengan outcome menurun 8,125%. Jawaban tersebut diregresi juga untuk mengetahui pengaruh pelatihan terhadap perubahan sikap, pengetahuan, keterampilan umum dan khusus. Hasilnya menunjukkan ada perubahan sikap sebesar 3,1%, pengetahuan 15,8%, keterampilan umum 19,8% dan keterampilan khusus 0,2%. Pengaruh (R square) memang tidak begitu besar, namun begitu jelas bahwa pelatihan vokasi ada pengaruh terhadap outcome peserta. Dibutuhkan strategi aktifitas terarah ke tujuan (goal directed activity) dan strategi aktifitas tujuan (goal activity) untuk meningkatkan outcome peserta pasca pelatihan, sehingga tujuan menjadi tukang bahan bangunan untuk infrastruktur pembangunan jalan dan permukiman yang kompeten dapat tercapai. Kata Kunci: pelatihan vokasi, perubahan sikap, pengetahuan,keterampilan umum dan keterampilan khusus

Fostering University Students’ Digital Skills: De Jure vs De Facto

The article discusses the problem of within-the-education-process fostering digital skills among university students of various training programs. The specific skills (relevant to a particular sphere) are differentiated from the general ones (digital skills formed beyond the IT industry). The authors suggest that all training programs contain a «pillow» of general digital skills, which can be fixed both de jure – in the methodological and regulatory bases of the educational process, and de facto – in teaching practices. The study identifies a framework for general and specific digital skills. To test the hypotheses, two groups of data are analyzed: the normative and methodological bases of educational programs (fostering skills de jure) and students’ questionnaire answers on how the practices of developing and using digital skills in their studies are integrated (fostering skills de facto). The research is carried out in seven programs with obviously wide differences – from medicine to information technology and philology. The research has shown that digital skills are de jure represented in all programs, but normative consolidation is more typical for general skills, not for specific digital ones. There is identified a gap between de jure and de facto fostering digital skills, and this gap is various for different programs. The research results can be used in universities when designing strategies to form digital skills or when modifying such skills-related methodological bases of training programs.