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Eighth Grade (eighth + grade)
Selected AbstractsFluency remediation in dyslexic children: does age make a difference?DYSLEXIA, Issue 2 2008Patrizio E. Tressoldi Abstract This study tested the hypothesis whether older dyslexic children may obtain fewer gains on fluency and accuracy with respect to their younger peers after specific remediation. Changes in accuracy and fluency of a group of children with a diagnosis of dyslexia attending third and fourth grades were compared with those obtained by a group of children attending the sixth, seventh or eighth grade in two different treatments, one based on the Balance model (Bakker) and the second based on the automatization of syllable recognition (sublexical). Among all comparisons between the gains in accuracy and fluency obtained by the two groups, only the younger group in the sublexical treatment obtained a statistically significant gain with respect to their older peers' accuracy in reading words. These outcomes suggest that, at least for the chronological ages and types of treatments considered in this study, older children with dyslexia may obtain comparable gains to their younger peers, suggesting that ,it is never too late' to remediate reading fluency and accuracy. Copyright © 2007 John Wiley & Sons, Ltd. [source] Risk Factors of Sexual Harassment by Peers: A Longitudinal Investigation of African American and European American AdolescentsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2007Sara E. Goldstein The present research explores risk factors for, and longitudinal associations of, sexual harassment by peers during adolescence. Eight-hundred and seventy-two African American and European American adolescents (65.4% African American, 51.1% females) were assessed during the summer after the eighth grade (mean age=14.2 years) and then again in the 11th grade (mean age=17.1 years). At the first assessment, adolescents were asked about their experiences with sexual harassment, their psychological reactions to sexual harassment, and also about their peer relationships, perceived pubertal timing, problem behavior, and mental health. At the second assessment, adolescents reported on their problem behavior and mental health. In general, youth who associated with peers who were involved in problem behavior were at risk for victimization. Among females, those who perceived themselves to be experiencing early pubertal development were also at risk. Additionally, for some adolescents, sexual harassment predicted later adjustment difficulties. [source] Psychosocial, Motivational, and Contextual Profiles of Youth Reporting Different Patterns of Substance Use During AdolescenceJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2007Alison Bryant Ludden This research examined patterns of substance use and academic factors among a sample of 733 African-American and European-American adolescents from a metropolitan area. First, youth were classified into 11th grade high, moderate, or no substance use groups and classified as users, initiators, desistors, and nonusers based on eighth and 11th grade use. Nonusers did not differ in eighth grade from 11th grade moderate users and initiators over time. Eighth graders who reported misbehavior and having low-achieving friends were more likely to be high 11th grade users and users at both grades. Direct achievement effects were not found; however, interactions indicated achievement was protective when paired with having fun at school, high task value, and low levels of socioeconomic status (SES); and was a risk factor when paired with positive self regard, low fun at school and high SES. Cluster analyses indicated the most prevalent group of substance users reported high grades, social reasons for going to school, and having friends who do well in school. [source] Promoting Physical Activity in GirlsJOURNAL OF SCHOOL HEALTH, Issue 2 2005A Case Study of One School's Success ABSTRACT: This case study profiles one of 24 high schools that participated in a school-based, NIH-funded study to increase physical activity among high school girls. The case study school was one of 12 randomly assigned to the intervention group. The study intervention was based on the premise that a successful intervention is developed and tailored by teachers and staff to fit the context of their school. Intervention guidelines (Essential Elements) and the Coordinated School Health Program (CSHP) model were used to direct intervention activities for physical education, health education, school environment, school health services, faculty/staff health promotion, and family/community involvement. All girls at the case study school received the intervention. A team of school employees provided leadership to develop and implement the intervention in collaboration with a university project staff. Data collected over a two-year period were used to describe changes that occurred in each CSHP area. Key changes were made in the school environment, curricula, policies, and practices. Qualitative measures showed girls more involved in physical activity. Quantitative measures taken in eighth grade, and repeated with the same set of girls in ninth grade, showed increases in both moderate-to-vigorous physical activity (p = < .01) and vigorous physical activity (p = .04). Other schools can use this case to modify components of the CSHP model to increase physical activity among high school girls. [source] Boyfriends, Girlfriends and Teenagers' Risk of Sexual InvolvementPERSPECTIVES ON SEXUAL AND REPRODUCTIVE HEALTH, Issue 2 2006Barbara VanOss Marín CONTEXT: Having a boyfriend or girlfriend, especially an older one, is associated with increased sexual risk in early adolescence. The mechanisms underlying this association are unclear. METHODS: Middle school students in Northern California were surveyed annually from 1997 to 2000. For a sample of 1,214 males and 1,308 females who were sexually inexperienced in seventh grade, logistic and linear regression were used to explore associations between relationship status in seventh grade and sexual activity in ninth grade, controlling for sixth-grade and eighth-grade characteristics. RESULTS: Males who had had a girlfriend their age by seventh grade were more likely than those who had had no relationship to report sexual activity in ninth grade (odds ratio, 2.1). Similarly, for females, the odds of being sexually active in ninth grade were elevated among those who had had a boyfriend their age (2.9); however, they also were higher among those who had had an older boyfriend than among those who had had one their age (2.1). With sixth-grade risk factors controlled, relationship status in seventh grade remained significant only for females; the association was explained by early menarche and by participation in situations that could lead to sex and riskier peer norms in eighth grade. For males, eighth-grade situations that could lead to sex, Hispanic ethnicity and sixth-grade peer norms explained ninth-grade sexual behavior. CONCLUSIONS: To reduce the risk of adolescent sexual activity, parents and communities should encourage youth in middle school, especially females who experience early menarche, to delay serious romantic relationships. [source] Typology and psychological effects of adolescents' interpersonal relationships in TaiwanASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2009Yuh-Huey Jou The present research explored Taiwanese adolescent students' interpersonal relationships and examined whether teachers' evaluations of these students' health and academic performances varied with the students' interpersonal relationship patterns. Data (n = 2310) were based on a panel study conducted by the Taiwan Youth Project in 2001 (eighth grade) and 2002 (ninth grade). Latent class models and hierarchical linear models were used to analyse the data. Adolescent students' interpersonal relationships were categorized as Multiple Contacts, Parents- and Peers-Close, Peers-Close, and Few Contacts. The research results showed that not only adolescents' self-reports of self-esteem and depressed mood but also teachers' evaluations of adolescents' health and academic performances varied with adolescents' interpersonal relationship patterns. An influence of teachers' character and work environment on their evaluations of students was found. Teachers who had more years of teaching and higher job satisfaction rated their students as having better health, and teachers who felt greater respect from their students reported that their students had better academic performance. The connection between adolescents' psychological well-being and the roles of parents, peers and teachers is also discussed. [source] ADHD symptoms and maturity , a follow-up study in school childrenACTA PAEDIATRICA, Issue 10 2010P Gustafsson Abstract Aim:, To test the hypothesis that there is a subgroup of children with attention deficit hyperactivity disorder (ADHD) who show a decline in ADHD-symptoms that is associated with signs of biological maturation, a phenomenon referred to as a ,maturation catch-up'. Methods:, The parents of 147 children who were given an examination in grades one and two 1999,2000 that included assessment of ADHD-symptoms and estimation of skeletal bone-age by use of hand radiographs (which was repeated in the eighth grade), were contacted 2008,2009 and were asked to answer questions concerning ADHD-symptoms and behavioural maturity in their children. The response frequency was 67%. A complete dataset was achieved in 57 children. A reduction of Conners scores for ADHD-symptoms of eight or more between the evaluations was defined as a marked reduction in symptoms. Results:, When the children with a marked symptom reduction (n = 6) were compared with children without such a reduction (n = 51), we found a significant difference in skeletal maturation (p < 0.05). Conclusion:, This study gives support to the theory that there is a group of children with ADHD-symptoms who have a biological maturational-lag who will show a decrease in their ADHD-symptoms as they show a maturation catch-up with increasing age. [source] Social capital, safety concerns, parenting, and early adolescents' antisocial behaviorJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2010Alessio Vieno This study explores the relations between neighborhood social capital (neighbor support and social climate), safety concerns (fear of crime and concern for one's child), parenting (solicitation and support), and adolescent antisocial behavior in a sample of 952 parents (742 mothers) and 588 boys and 559 girls from five middle schools (sixth through eighth grades) in a midsize Italian city. In structural equation models, social capital is strongly and inversely related to safety concerns and positively related to parental support and solicitation. In turn, safety concerns are also positively related to parental support and solicitation. Social capital and safety concerns have indirect effects on children's antisocial behavior through their effects on parenting. Implications are discussed for parenting and community-based interventions to prevent or reduce youth antisocial behaviors. © 2010 Wiley Periodicals, Inc. [source] | |||||||||||||