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Online users require a working knowledge of password "best practice", as well as the ability to apply such knowledge. Children increasingly operate as independent agents online, and thus also need to be aware of password "best practice". To meet this need, the Scottish curriculum for excellence includes lessons about password "best practice". Hence, all Scottish children ought, theoretically, to have similar levels of password-related knowledge. They ought also, by age 8-9, to be able to apply their knowledge. One factor that could deter password-related knowledge acquisition and skill development is financial deprivation. To gauge its impact, we assessed the knowledge and abilities of Scottish 8-9 year old children, in four primary schools, in areas of varying financial deprivation. We uncovered stark differences in knowledge and password retention. There is a clear need for an extra-curricular intervention programme to teach up-to-date password "best practice" and support in developing the required password management skills. This will reduce their online vulnerabilities, whatever their socio-economic background.

Software is developed specifically for children and this often requires them to authenticate themselves, usually by entering a password. Password hygiene is important for children, because the principles they learn in early life will often endure across their life span. Children learn from their parents, siblings, teachers, and peers. They also learn from educational resources, such as children's books. We carried out a content analysis of a range of children's books that aims to educate children about passwords. We used directional coding, as informed by a systematic literature review of methods, such as those used in other content analysis-based studies of children's books. We examined the principles the books taught, and whether these were correct. We also analysed how the books portrayed the genders of characters, in various roles. We found that principle coverage was variable, with books sometimes teaching outdated principles. Genders were evenly represented in the books. Finally, our analysis revealed conflation of the terms "safety" and "security" in the cyber domain. We conclude the paper by justifying the adjectives we use in the title.

The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read grade-appropriate passages and answered comprehension questions. A clear grade-related trend was found in which oral reading was the superior mode for comprehension in first through fifth grades. In sixth grade, neither mode was superior to the other for comprehension. Finally, silent reading emerged as the better mode for comprehension in seventh grade. A Vygotskian model of the internalization of reading is discussed as well as implications of the findings for reading instruction. (Contains 1 figure and 2 tables.)

Finds that grade two students' comprehension scores did not differ significantly between oral reading and silent reading, while grade three and four students' comprehension scores were significantly higher after oral reading. Argues that these findings are consistent with a Vygotskian model of the transition from oral to silent reading. (SR)

Investigates the hypothesis that a more field-dependent cognitive style may be adaptive for certain components of second language proficiency. Native English speakers or students of English as a Second Language (ESL) completed measures of language proficiency and field dependence-independence (FDI). Native English speakers performed better than ESL students on language measures but not FDI measures. (Author/VWL)