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Purpose: Shared reading provides preschool-age children with the opportunity to learn novel, low-frequency words. Abundant empirical evidence demonstrates that children can learn the meanings of such words during shared reading, referred to as "semantic learning." However, less is known about whether children learn the spellings of words during shared reading, referred to as "orthographic learning," and whether this learning is related to early word reading. The present study tested relations between individual differences in 4- to 6-year-old children's semantic and, critically, orthographic learning during shared reading and their early word reading skill. Method: In an adaptation of the self-teaching paradigm, children listened to a storybook about novel inventions referred to with nonword names. Children then completed orthographic and semantic choice tests, as well as standardized measures of early word reading and phonological awareness. Results: Individual differences in orthographic, but not semantic, learning during shared reading were related to early word reading, after controls for age and phonological awareness. Conclusions: This study provides a novel test of learning during shared reading, helping to specify the relation between orthographic and semantic learning and early word reading skill. These findings hold implications for theoretical perspectives on relations between learning during shared reading and early word reading, as well as implications for educational practice.

Background: Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language - phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology - phonemic and prosodic - of morphological awareness on children's reading development. Methods: In a longitudinal study, we track the word reading and reading comprehension development of 175 children in Grades 3 and 4 (Time 1) over the course of 11 months into Grades 4 and 5 (Time 2), respectively. At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes. Results: We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. Gains in reading comprehension skill were predicted by performance on morphological awareness items with both phonemic and prosodic changes. Conclusions: These findings point to key differences in the oral language skills that drive the development of word reading versus reading comprehension and encourage us to consider the rich intersection between features of oral language in understanding children's reading development.

In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French word reading difficulties in such programs. Within this context, and in the interests of informing early identification of second language reading challenges, we examined early English predictors of French word reading difficulties. We also examined potential overlap of these difficulties as well as the stability of these difficulties over time. A total of 108 children in FI participated, completing measures of English nonverbal intelligence, phonological awareness, rapid automatized naming, and receptive vocabulary in kindergarten, as well as English and French word reading in grades 1, 2, and 3. Logistic regressions revealed that kindergarten English phonological awareness and rapid automatized naming (RAN) distinguished between good and poor French word readers in grade 3, with adequate sensitivity and specificity. These results suggest that English phonological awareness and RAN may be appropriate early skills to identify children at risk of word reading challenges in bilingual programs. Chi-square analyses demonstrated significant overlap of English and French word reading challenges in grades 1, 2, and 3, highlighting the possibility that English and French word reading difficulties do not exist independently. Finally, chi-square analyses revealed retrospectively stable word reading difficulties in English and French. Interestingly, prospective stability was stronger for French than English word reading challenges. Overall, our results underscore the importance of considering the specific nature of word reading difficulties in bilingual readers.

Purpose: Despite abundant evidence that morphemes are important in reading and spelling, little is known about the nature of processing in spelling. This study identifies multiple morphological processes over the time course of spelling, revealing that these processes are influenced by development. Method: Twenty adults and 46 children (8;0-12;1 years) completed an auditory lexical decision task followed by a spelling task, to explore the effects of morphological structure and cross-modal morphological priming by analyzing handwriting latencies before and during spelling production. Results: Adults and children both demonstrated morphological processing during lexical access -- they were faster to begin to write morphologically complex words (e.g., artist) compared to matched monomorphemic controls (e.g., article). Adults (but not children) also demonstrated cross-modal morphological priming. Further, adults (but not children) demonstrated the effects of morphological processing during spelling production. Inter-letter latencies were shorter between the last two letters of a root morpheme than the same letters in monomorphemic control words (e.g., ar[]tist compared to ar[]ticle). Conclusion: Together, these findings reflect multiple facilitative effects of morphological processing during spelling production -- during lexical access and spelling production. This highlights the need for greater integration of morphological processes into theories of skilled spelling and spelling development.

This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children received all school instruction in French, English was their stronger language and the language of the broader community. Given this dual language context, we examined relations from syntactic awareness in each of English and French to children's French reading comprehension. Path analyses showed that within French, the language of school instruction, syntactic awareness contributed to reading comprehension indirectly through word reading. The findings suggest that novice readers rely more heavily on basic reading skills, such as word reading, to comprehend texts and syntactic awareness facilitates reading comprehension through word reading. Across the two languages, English syntactic awareness contributed both directly to French reading comprehension and indirectly through French word reading. The cross-language findings suggest that English syntactic awareness is related to French to support French reading comprehension. These findings help fill in a developmental picture in early bilinguals, particularly given studies of older, more skilled monolingual readers showing evidence for solely a direct relation between syntactic awareness and reading comprehension.

Purpose: The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English-French bilinguals. Method: Sixty-two Grade 1 children (35 girls; M[subscript age] = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results: Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion: Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities.

The sentences in texts are far more complex and diverse than those that children commonly encounter in oral language. This raises interesting questions as to whether the understanding of some sentence types might be more important than others in children's reading comprehension. Accordingly, we examined the relation between children's reading comprehension and their understanding of two types of sentences: one we label as basic sentences, which are common in both oral and written language, and the other we label as difficult sentences, which are more restricted to written language. One hundred and four English-speaking students (mean age = 10.8 years) completed an experimental measure of oral sentence comprehension capturing these two sentence types, a standardized measure of reading comprehension, as well as control measures for word reading, phonological awareness, vocabulary and working memory. After accounting for the variance explained by the control measures, hierarchical linear regression analyses revealed that comprehension of basic sentences, but not of difficult sentences, was significantly related to children's reading comprehension. These results demonstrate that, at least in the 5th grade, English-speaking children use their understanding of those sentences for which they have gained a strong foundation through oral language (i.e. basic sentences) to springboard into reading for understanding.

Models of reading development point to a role for knowledge about the orthography quite late in children's reading development; here we explore the contributions of early orthographic knowledge -- of the features of print -- to word reading development between kindergarten and Grade 1. We did so in a longitudinal study of 93 emergent bilingual children whose formal instruction was in French, a different language than they spoke at home, followed from senior kindergarten to Grade 1. Linear regression analyses showed that early print knowledge in both English and French significantly predicted French word reading in Grade 1; no such relations emerged to English word reading. Analyses included control measures of parental education and English vocabulary, phonological awareness, rapid automatized naming, and autoregressive controls of earlier word reading. These results suggest that print knowledge can be used to predict progress in second language word reading in emergent bilingual children.

Understanding text in a second language can be particularly challenging. The authors explored the contribution of morphological awareness in children's first and second languages to development in second-language reading comprehension. Critically, the authors examined the role of a skill that might be at the heart of these cross-linguistic connections: awareness of cross-language suffix correspondences. This is the awareness, for instance, that the French suffix -eux and the English suffix -ous have the same meaning in the two languages, despite the fact that they look and sound different. The authors tested the contributions of each of these morphological skills to French reading comprehension in a study of students with diverse first languages enrolled in a Canadian early French immersion program with instruction entirely in French. Seventy-five students were tested in grade 2 and again in grade 3. In grade 2, students completed measures of English and French morphological awareness and awareness of cross-language suffix correspondences, along with control measures of nonverbal ability, French vocabulary, and French phonological awareness. In grades 2 and 3, students completed measures of French reading comprehension. The authors found that both English and French morphological awareness were related to grade 3 reading comprehension. Neither relation was significant after the autoregressor. In contrast, awareness of cross-language suffix correspondences predicted individual differences in French reading comprehension, including after autoregressive controls. These findings show the importance of awareness of commonalities between suffixes across languages in enabling the development of French reading comprehension.

Background/Objectives: Most studies have linked mandatory homeschooling during COVID-19 to mental health harm in parents and children, while a minority have found non-significant or beneficial effects. Past studies have not measured mandatory homeschooling continuously over an extended period; consequently, they could not capture compounding mental health effects, which may explain conflicting results. We asked whether children's cumulative time spent homeschooled during COVID-19 school closure mandates caused compounding harm for parent and child mental health, and whether parent employment, child internet access and educational support from schools (live and pre-recorded online classes, home learning packs) impacted this relationship. We aimed to identify the families at greatest risk of mental health harm during mandatory homeschooling and the educational support that may have mitigated this risk. Methods: Couples completed retrospective, cross-sectional survey questionnaires assessing parent depression, anxiety and stress, child internalizing and externalizing symptoms, and the family's homeschooling experience. Data were analyzed using mediation analysis total effects, ordinary least squares regression and simple slopes analysis. Results: Both parents and children experienced compounding mental health harm during mandatory homeschooling. Live online classes protected parents and children, while home learning packs protected children. Unexpectedly, reliable internet access and the employment of both parents placed children at greater risk. Conclusions: Findings suggest that long-term mandatory homeschooling during COVID-19 placed families at greater risk of mental health harm. To protect family mental health during homeschooling mandates, schools should provide children with evidence-based educational support. [ABSTRACT FROM AUTHOR]

The study examined the role of phonological awareness and morphological awareness in concurrent and subsequent oral vocabulary among Chinese-English bilingual children who learned Chinese as their heritage language and English as their societal language. Ninety-one Chinese-English bilingual children in kindergarten and Grade 1 who were recruited from Chinese heritage language classes in Canada, participated in the study. They were tested twice, 1 year apart, on a battery of cognitive and literacy measures in Chinese and English. The results indicated that for oral vocabulary, morphological awareness was the only concurrent predictor in both languages. English morphological awareness made a direct contribution to English vocabulary measured a year later. By contrast, the contribution of morphological awareness to vocabulary in Chinese at Time 2 was indirect and mediated by vocabulary at Time 1. Phonological awareness did not make a significant contribution to vocabulary at Times 1 or 2 in either language. Our results highlight the importance of morphological awareness in oral vocabulary for children learning Chinese and English.

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post-licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice. (Contains 1 note.)

In the current research, we introduce the team CARE model for supporting team development during post-secondary education. Team CARE is part of a larger suite of assessments at itpmetrics.com. Team CARE is a free, online, survey-based assessment that allows team members to rate their team's health and functioning in four key categories (communicate, adapt, relate and educate), as well as provide written feedback about the team's functioning to add nuance and supplemental context to the numeric scores. Team members completing the assessment receive a report documenting their team's scores on the variables measured. We report on data from student learning teams suggesting that the variables in the team CARE model are reliable, and that they are correlated with team performance outcomes. Students' perceptions of the tool were also examined, and the findings suggest that team CARE is perceived to be valuable, useful and easy to use. Recommendations for practice are detailed, including sample assessment schedules for teams with differing life spans. Implications for future research and implementation are discussed.

The authors tested theoretically driven predictions as to the ways in which syntactic awareness, or awareness of word order within sentences, might contribute to reading comprehension, the end goal of reading development and instruction. They conducted a longitudinal study of 100 English-speaking children followed from Grade 3 to 4. Children completed measures of syntactic awareness, word reading, reading comprehension, and reading-related control variables. Path analyses at each of Grades 3 and 4 show a unique concurrent relation of syntactic awareness with reading comprehension, but not to word reading skills. Longitudinal analyses reveal that syntactic awareness at Grade 3 predicts gains in reading comprehension between Grades 3 and 4. Together, findings suggest a robust role for syntactic awareness in the development of reading comprehension.

We examined whether identification of and personalized outreach to a group of students with a history of reading difficulties would impact their use of support services and academic outcomes. Using a brief self-report questionnaire, we identified students with a history of reading difficulties (n = 175) and a comparison group of university students without a history of reading difficulties (n = 100). One half of the students with a history of reading difficulties were individually invited to visit the Academic Advising Centre; the other students received standard university communications about and access to university support services. Students with a history of reading difficulties who received personalized outreach in the first semester of their studies were more likely to use the Academic Advising Centre both in the weeks directly following outreach and in their second year of study. Outreach also increased use of the Study Skills Centre, but not the Writing Centre. Further, there was evidence of a positive effect of personalized outreach on the number of credits earned. Finally, the effect of first-semester personalized outreach on use of Academic Advising Centre in the second year was especially prominent for students who experienced serious academic difficulties in their first year. Overall, our results show promising outcomes for a simple, proactive, cost-effective approach to identify and provide personalized outreach to academically at-risk students.

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, "Clearly and effectively communicates ideas and information with students" was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success.

Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear predictions of bidirectional relations between lexical orthographic knowledge and word reading skill. We test these predictions in a longitudinal study of 112 English-speaking children in Grades 2 and 3. At two time points, we assessed lexical orthographic knowledge and three aspects of word reading skill: word reading accuracy, word reading efficiency, and phonological decoding. Consistent with theoretical predictions, we found that earlier word reading accuracy, word reading efficiency, and phonological decoding predicted gains in lexical orthographic knowledge. Contrary to theoretical predictions, lexical orthographic knowledge did not predict gains in any of our measured word reading skills.

Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of Grade 1 and again at the end of Grade 2. Children were administered a cognate awareness task in French, in which they were asked to decide whether a French word had a cognate in English. Overall, performance on the cognate awareness task was significantly above chance at both time points, and it improved overtime. Thus, for the majority of the participants, cognate awareness was evident as early as first grade. Regressions revealed that cognate awareness measured in Grades 1 and 2 made a significant contribution to Grade 2 French reading comprehension, beyond multiple controls. The results of the study suggest that cognate awareness is a unique aspect of second-language reading comprehension in young bilingual children.

We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children's morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in addition to their phonological awareness, vocabulary, and nonverbal ability as control measures. Path analyses revealed that word reading skills partially mediated the relationship between morphological awareness and reading comprehension at each grade. Further, children's early morphological awareness partially explained children's gains in reading comprehension, and their early reading comprehension partially explained their gains in morphological awareness. These findings support the predictions of recent models of reading comprehension: that morphological awareness impacts reading comprehension both indirectly through word reading skills and directly through the language system and that morphological awareness underpins the development of reading comprehension (e.g., Perfetti, Landi, & Oakhill, 2005).

Poor comprehenders have intact word-reading skills but struggle specifically with understanding what they read. We investigated whether two metalinguistic skills, morphological and syntactic awareness, are specifically related to poor reading comprehension by including separate and combined measures of each. We identified poor comprehenders ("n" = 15) and average comprehenders ("n" = 15) in Grade 4 who were matched on word-reading accuracy and speed, vocabulary, nonverbal cognitive ability, and age. The two groups performed comparably on a morphological awareness task that involved both morphological and syntactic cues. However, poor comprehenders performed less well than average comprehenders on a derivational word analogy task in which there was no additional syntactic information, thus tapping only morphological awareness, and also less well on a syntactic awareness task, in which there were no morphological manipulations. Our task and participant-selection process ruled out key nonmetalinguistic sources of influence on these tasks. These findings suggest that the relationships among reading comprehension, morphological awareness, and syntactic awareness depend on the tasks used to measure the latter two. Future research needs to identify precisely in which ways these metalinguistic difficulties connect to challenges with reading comprehension.

This study examined the within-language and cross-language relationships between orthographic processing and word reading in French and English across Grades 1 and 2. Seventy-three children in French Immersion completed measures of orthographic processing and word reading in French and English in Grade 1 and Grade 2, as well as a series of control measures. Regressions controlled for non-verbal reasoning, phonological awareness, rapid naming, and the appropriate autoregressor of orthographic processing or word reading. Orthographic processing in Grade 1 did not predict word reading in Grade 2, in either language. Instead, within both languages, word reading in Grade 1 predicted orthographic processing in Grade 2. Cross-linguistically, French word reading was a unique predictor of growth in English orthographic processing. Theoretical and practical implications of the relationships between orthographic processing and word reading in bilinguals are discussed.

We present the results of an empirical test of the hypothesis that transfer of orthographic processing to reading occurs when the scripts under acquisition are written with the same unit (specifically, the same alphabet). We tested 97 Spanish-English bilingual children in Grades 4 and 7. We measured mother's education level, verbal and nonverbal abilities, rapid automatised naming and phonological awareness as control variables, as well as orthographic processing and reading in both of the children's languages. First, there was a relationship between orthographic processing and reading within both English and Spanish reading, a finding that is novel for the more transparent script of Spanish. Second, orthographic processing assessed in Spanish was related to English reading, even after substantive controls. This pattern of results offers support for the idea that orthographic processing transfers to reading across languages, when the scripts are written with the same unit. (Contains 3 tables and 3 notes.)

This study was designed to examine the independent contributions of phonological awareness, orthographic processing and morphological awareness on early word reading. English-speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of the three reading-related variables made an independent contribution to both real and pseudoword reading. Independent contributions of phonological awareness (7-17%) were consistently larger than those of orthographic processing (5-10%) or of morphological awareness (1-2%). In terms of differences between the grades, there was particular evidence of an increase in greater contribution of orthographic processing to pseudoword reading at Grade 3 than at Grade 1. These findings are discussed in light of current models of reading development. (Contains 7 tables and 1 note.)

Science instruction literature provides us with goals for laboratory instruction and guidelines for designing and implementing science labs in the post-secondary setting. How well are we doing in our attempt to provide a meaningful and positive learning experience for our students? This paper describes the results of a study to determine whether students view the lab component of second-year physics courses at a mid-sized Canadian University as a valuable learning experience. The results of a survey, administered over six semesters and completed by 168 students, indicate that students do acknowledge the value of labs. The results also identify the factors that influence the students' perceptions of value in physics labs. This paper discusses the four factors found to have the greatest influence on students' perceptions of the value of labs: (1) the pressure to complete an experiment within the allotted time, (2) the information provided on the lab instruction sheets, (3) the help provided by lab staff and graduate teaching assistants, and (4) the students' level of preparedness. (Contains 3 notes and 5 tables.)

We present analyses of the impact of morphological awareness on spelling. Initial measures of morphological awareness and a number of control measures were taken at age 7 and spelling was assessed two years later (n = 115). Results indicated that the appreciation of morphology in oral language makes a contribution to spelling that is impervious to multiple control variables; it withstands controls for verbal and nonverbal intelligence, rapid automatized naming, verbal short-term memory, and phonological awareness, far more variables than included in prior studies. These results suggest that morphological awareness is a robust variable in determining spelling outcomes. (Contains 3 tables and 1 note.)

Accumulating evidence suggests that anxiety sensitivity (fear of arousal-related sensations) plays an important role in many clinical conditions, particularly anxiety disorders. Research has increasingly focused on how the basic dimensions of anxiety sensitivity are related to various forms of psychopathology. Such work has been hampered because the original measure--the Anxiety Sensitivity Index (ASI)--was not designed to be multidimensional. Subsequently developed multidimensional measures have unstable factor structures or measure only a subset of the most widely replicated factors. Therefore, the authors developed, via factor analysis of responses from U.S. and Canadian nonclinical participants (n = 2,361), an 18-item measure, the ASI-3, which assesses the 3 factors best replicated in previous research: Physical, Cognitive, and Social Concerns. Factorial validity of the ASI-3 was supported by confirmatory factor analyses of 6 replication samples, including nonclinical samples from the United States and Canada, France, Mexico, the Netherlands, and Spain (n = 4,494) and a clinical sample from the United States and Canada (n = 390). The ASI-3 displayed generally good performance on other indices of reliability and validity, along with evidence of improved psychometric properties over the original ASI.

Self-report is a time- and cost-efficient screening measure that has the potential to be useful as a stand-alone means of recruiting adults for participation in reading research. We report on a sample of university students (N=46) recruited using the Adult Reading History Questionnaire-Revised, half of whom reported early difficulty with reading acquisition. As a group, those reporting early difficulty with reading had poorer current reading skills than those who did not. Some (n=13) of those who reported early reading difficulty appear to have compensated for this. We conclude that self-report has the potential to be used as an effective screening measure in research targeting adults with a history of early reading difficulties. (Contains 3 tables.)

Introduction: In early 2020, North American jurisdictions required households (e.g., romantic couples) to isolate together to help mitigate the spread of COVID-19. This study provides a first look at the interplay of depressive symptoms and conflict behaviors among isolating couples, including tests of predictions of the stress generation hypothesis. Methods: Mixed-gender couples residing in Canada (N = 711) completed online measures across two waves. We used the actor-partner interdependence mediation model, with Wave 1 depressive symptoms as the predictor, Wave 1 conflict enactment as the mediator, and Wave 2 depressive symptoms as the outcome. Results: Depressive symptoms showed stability across Wave 1 and 2. Wave 1 depressive symptoms showed associations with Wave 1 conflict enactment. For men (but not women), Wave 1 conflict enactment was associated with their own and their partner's Wave 2 depressive symptoms. For both partners, Wave 1 conflict enacted by men mediated the association between Wave 1 depressive symptoms and Wave 2 depressive symptoms. Discussion: Our study confirms and extends the stress generation hypothesis to the pandemic context, showing that depressive symptoms may partially contribute to conflict for isolating couples and that conflict behaviors enacted by men toward their partner can exacerbate depressive symptoms in both partners. [ABSTRACT FROM AUTHOR]

Clinical psychology involves the integration of clinical science and clinical practice, and the application of this integrated knowledge for the purpose of alleviating human distress. The best way to train these competencies has been a matter of debate. In this editorial, we compare the standards of three accreditation bodies: the Australian Psychology Accreditation Council (APAC), the Canadian Psychological Association (CPA), and the American Psychological Association (APA). Although the three accreditation standards are similar in terms of required coursework for core clinical psychology competencies, research output, and clinically supervised placement hours, the APA/CPA standards involved more coursework in statistics, research methodology, and topics highly relevant to clinical psychology that elucidate for whom and under what circumstances a treatment may be helpful (e.g., developmental and social psychology). The APA/CPA standards also required coursework on the history of psychology, which provides the opportunity for students to learn about and better appreciate the developments and influences on current knowledge and practice. The APA/CPA accreditation standards also required more clinically supervised placement hours to be obtained prior to graduation than did the APAC standards. Unfortunately, data do not directly support one training system over another. We therefore urge psychology programs to routinely monitor their students' clinical practice effectiveness after graduation so that accreditation standards can be reenvisaged if needed. (1) Accreditation of degree programs leading to the practice of clinical psychology is overseenby regulatory bodies in Australia, the US, and Canada. (2) Greater synchronization with international competencies is a stated goal of the Psychology Board of Australia. (3) No prior comparisons of accreditation standards between Australia and Canada/US has been published. (1) APA/CPA and APAC accredited programs tend to have very similar coursework in clinical psychology. (2) APA/CPA programs tend to require substantially greater training in research methods/statistics and other domains of psychology such as social and cognitive psychology. (3) An individual with an APA/CPA-accredited degree would be close to meeting Australian psychology registration requirements, while an individual with an APAC accredited degreewould require substantial additional coursework if wishing to become licensed/registered as a psychologist in the US or Canada. [ABSTRACT FROM AUTHOR]

We present two studies that examine the role of morphology in French spelling. In Study 1, we examined the concurrent and longitudinal relationships between inflectional awareness and derivational awareness and spelling within a sample of 77 children in a French immersion programme in Canada. Children completed a non-verbal reasoning measure and French measures of phonological awareness, word reading, vocabulary, morphological awareness, and spelling. Results showed that inflectional morphological awareness in Grade 3 was a predictor of spelling in the same grade. Inflectional awareness in Grade 2 predicted Grade 3 spelling, controlling for reading-related skills and spelling at Grade 2. These analyses support the role of inflectional morphological awareness in the development of spelling of children of a range of reading and spelling abilities. In contrast, derivational awareness in Grades 2 and 3 did not predict spelling concurrently in both grades respectively. Study 2 contrasted the morphological errors in the spellings of six children at risk for reading difficulties with those of six chronological age-matched and six reading level-matched children. Analyses showed that at-risk children exhibited more difficulties with spelling roots and suffixes in words as compared with their age-matched peers, although they performed similarly to children matched on reading level. Copyright © 2017 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Understanding resource-based communities (RBCs) as potential casualties of Canada's economic proclivity towards resource extraction projects may help us to generate political support for these communities at both local and national scales. The media has a critical role to play in promoting the development of this type of political discourse. This study examines how traditional print media coverage affects Canadians' perceptions of the Athabasca oil sands. A quantitative media analysis examines scope and thematic content of articles appearing in major Canadian newspapers between 2003 and 2013. We find that most coverage concerning the Athabasca oil sands over this period appears predominantly in western Canadian newspapers, with coverage primarily focusing on specific events. We argue that this geographic disparity in coverage does not provide Canadians with the adequate coverage necessary to develop an informed opinion on what the implications of ongoing oil sands development are at both a local and a national scale. [ABSTRACT FROM AUTHOR]

A key strength of Canada’s international education engagement is its openness to a multi-faceted exchange of knowledge and ideas across borders. But while Canada excels and continues to grow in international research collaboration, institutional partnerships, and inbound student mobility, its performance in the realm of outbound mobility is less impressive: a mere 3.1 percent of university students participate annually. Participation of college and high school students is even lower. This paper looks at recent developments in Canada and six other countries and regions to compare approaches regarding international learning experiences. It first examines the Canadian situation, then the various rationales for a high degree of participation in education abroad, followed by a review of international approaches. It concludes that Canada needs to redouble its efforts and investments or young Canadians will be less equipped to participate than their peers from other countries. [ABSTRACT FROM AUTHOR]

This exploratory analysis opens up new avenues for research in the area of media analysis and environmental justice by combining quantitative content analysis with qualitative discourse analysis of 15 Canadian mainstream newspapers to explore how Canadian print news media act not only as a filter but also as a constructor or silencer of environmental justice discourses. Disjunctures occur between what is covered by the Canadian news media and what local studies of place and injustice suggest are the on-the-ground realities. In particular, disadvantaged communities who have experienced or are experiencing significant environmental exposures are consistently underrepresented in key mainstream Canadian news media coverage. Consequences of this underrepresentation suggest indifference and may serve to perpetuate existing cases of environmental inequity. We suggest this muting happens not only through lack of reporting but also through discourse in existing reporting. This exploratory study suggests the need for ongoing research to examine: 1) how pervasive these phenomena are in various Canadian news media outlets, 2) how they manifest and with what impacts at the local scale in particular places, and 3) the overall impact of environmental justice as a discourse of resistance on the ground versus in the minds of academics. [ABSTRACT FROM AUTHOR]

This study examines the settlement experiences of recent immigrant, professional, dual-career couples through an integrated approach that considers gender-role theory, family investment hypothesis and social capital theory. Previous studies tend to draw on two main theoretical frameworks: gender-role theory, and family investment hypothesis to explain immigrant women’s labour market outcomes. Independently they fail to provide a full understanding of the complex negotiations within the migrating family unit. Newly arrived skilled immigrants must often negotiate between roles and responsibilities within the family unit and struggle to obtain employment and integrate into the host country. Using data from the Longitudinal Survey of Immigrants to Canada and in-depth interviews, the findings indicate that traditional gender expectations and the absence of social networks are particularly detrimental to the integration experiences of professional female spouses. Gender role expectations become more salient after migration as couples negotiate new household responsibilities that are impacted by labour market challenges and lack of domestic support systems. [ABSTRACT FROM PUBLISHER]

While a number of studies have shown that blacks, Hispanics and the poor are disproportionately exposed to pollution hazards, particularly in the United States, there are much fewer that focus on the processes contributing to environmental injustices. This paper contributes to the environmental justice literature by exploring local environmental conflict over a pollution hazard (municipal solid waste) to further decipher the process(es) that may perpetuate environmental injustices. Through a Canadian qualitative case study involving in-depth interviews with residents, we emphasize important deficits in, and experiences of, public participation throughout the environmental assessment process. We do this by recounting the experiences of black residents from a small rural community near two landfills in Eastern Canada. We find that there are subtle processes – linked primarily to public participation – that create and sustain environmental injustices by ultimately denying residents the opportunity to say “no” to unwanted developments. This case highlights both the process of injustice as well as the experience of injustice. The procedural culprits contribute to the production and reproduction of environmental injustice, demonstrating that environmental injustice is not simply a result of exposure to pollution; environmental injustice is a result of a number of long established practices, which in order to be remedied, techniques must be tailored to be inclusive of an affected population. [ABSTRACT FROM AUTHOR]

This study investigated young Chinese children’s development of orthographic processing and the factors that contribute to development. The investigation was carried out in both China and Canada to examine the effect of language learning contexts on the development of orthographic processing. Participants were ninety-four kindergarten and Grade 1 children in the Mainland of the People's Republic of China (PRC) and ninety-one kindergarten and Grade 1 Canadian–Chinese children in Canada. Children received a battery of measures twice roughly 1 year apart, including Chinese and English orthographic discrimination, radical position awareness, phonological awareness (syllable and phonemic awareness), character reading, and rapid digit naming. Children's home print exposure was measured by a questionnaire at the onset of the study. In both countries, children were able to differentiate between Chinese and English orthographic units at the beginning of kindergarten. Children in China, however, developed more advanced radical position awareness than their counterparts in Canada. Moreover, different factors contributed to individual differences in Chinese orthographic processing in different learning environments. In China, the phonological awareness and character reading measures significantly predicted radical position awareness, whereas in Canada, home print exposure was the most consistent predictor across different testing times. The differences observed between the two groups of children underscore the impact of language learning environment on the development of orthographic processing. [ABSTRACT FROM AUTHOR]

Interprofessional education is an approach to educating and training students and practitioners from different health professions to work in a collaborative manner in providing client and/or patient-centred care. The introduction and successful implementation of this educational approach is dependent on a variety of factors, including the attitudes of students, faculty, senior academic administrators (e.g., deans and directors) and practitioners. The purpose of this study was to examine attitudes towards interprofessional teamwork and interprofessional education amongst academic administrators of post-secondary health professional education programs in Canada. A web-based questionnaire in English and French was distributed via e-mail messaging during January 2004 to academic administrators in Canada representing medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy post-secondary educational programs. Responses were sought on attitudes towards interprofessional teamwork and interprofessional education, as well as opinions regarding barriers to interprofessional education and subject areas that lend themselves to interprofessional education. In general, academic administrators responding to the survey hold overall positive attitudes towards interprofessional teamwork and interprofessional education practices, and the results indicate there were no significant differences between professions in relation to these attitudinal perspectives. The main barriers to interprofessional education were problems with scheduling/calendar, rigid curriculum, turf battles and lack of perceived value. The main pre-clinical subject areas which respondents believed would lend themselves to interprofessional education included community health/prevention, ethics, communications, critical appraisal, and epidemiology. The results of this study suggest that a favourable perception of both interprofessional teamwork and interprofessional education exists amongst academic administrators of Canadian health professional education programs. If this is the case, the post-secondary system in Canada is primed for the introduction of interprofessional education initiatives which support the development of client and patient-centred collaborative practice competencies. [ABSTRACT FROM AUTHOR]