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Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype" approach. Readers with suspected specific reading disability (sSRD, n = 538) and highperforming readers (HPR; n = 806) were matched via propensity Scores, using IQ and each of the alternatives: accuracy of word decoding, pseudoword decoding, word unitization, or paragraph reading fluency. In each case, two groups were compared on the remaining literacy tasks as well as phonological processing, orthographic processing, and rapid serial naming. Results: When matched on word or pseudoword decoding (288 and 313 pairs, respectively), readers with sSRD and HPR differed on all remaining indicators. When matched on word unitization (173 pairs), the differences disappeared or had substantially diminished effect sizes. When matched on paragraph reading fluency (57 pairs), no significant differences remained. Thus, none of the componential skills appeared antecedent to the observed difficulties assessed via the number of correctly orally read words per minute. However, certain inherent limitations of RL-match design preclude us from considering this to be a definitive outcome.

While the predictive power of genetic information is not yet strong enough to apply to individuals in the classroom, this study aimed to explore how genetic information may be received in educational settings as a potentially important source of individual differences in academic achievement and learning difficulties. Focus group discussions with teachers and parents were analyzed using qualitative and linguistic methods. Results showed that teachers and parents had similar knowledge of and questions about genetic information and how it could be used in education; both expressed concerns regarding the ethics of its use and suggested other professionals that should be involved in decisions regarding genetic input in education. Parents' personal struggles to obtain appropriate diagnoses and support for their children with learning difficulties, however, added an emotional edge to their views. Families' direct experiences with educational systems, often adversarial, afford them an authority that should be acknowledged by policymakers.

Background There is increasing evidence that people with hallucinations overweight perceptual beliefs relative to incoming sensory evidence. Past work demonstrating prior overweighting has used simple, nonlinguistic stimuli. However, auditory hallucinations in psychosis are often complex and linguistic. There may be an interaction between the type of auditory information being processed and its perceived quality in engendering hallucinations. Study Design We administered a linguistic version of the conditioned hallucinations (CH) task to an online sample of 88 general population participants. Metrics related to hallucination-proneness, hallucination severity, stimulus thresholds, and stimulus detection rates were collected. Data were used to fit parameters of a Hierarchical Gaussian Filter (HGF) model of perceptual inference to determine how latent perceptual states influenced task behavior. Study Results Replicating past results, higher CH rates were observed both in those with recent hallucinatory experiences as well as participants with high hallucination-proneness; CH rates were positively correlated with increased prior weighting; and increased prior weighting was related to hallucination severity. Unlike past results, participants with recent hallucinatory experiences as well as those with higher hallucination-proneness had higher stimulus thresholds, lower sensitivity to stimuli presented at the highest threshold, and had lower response confidence, consistent with lower precision of sensory evidence. Conclusions We replicate the finding that increased CH rates and recent hallucinations correlate with increased prior weighting using a linguistic version of the CH task. Results support a role for reduced sensory precision in the interplay between prior weighting and hallucination-proneness. [ABSTRACT FROM AUTHOR]

Although creativity has long been recognized as an important aspect of mathematical thinking, both for the advancement of the field and in students' developing expertise in mathematics, assessments of student creativity in that domain have been limited in number and focus. This article presents an assessment developed for creativity that provides a score for mathematical creativity (MaC) in addition to a score for general creativity in the numeric domain, or what we might call numerical creativity (NuC). We developed different rating scales for each and then explored how each scoring method accounts for the students' mathematical/numerical and creative skills. The psychometric properties for both scoring approaches were examined. Each method was shown to reflect different relationships with other performance tests. In addition, it is proposed that MaC may provide useful insight into students' levels of adaptive expertise in mathematics, as reflected by their ability to apply mathematical knowledge (i.e., language, operations, concepts) to novel situations, representing an informative supplement to performance indicators of math achievement.

To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. We applied RL-match design to a sample of 2nd – 6th graders reading a consistent orthography, Russian, using an "extreme phenotype" approach. Readers with suspected specific reading disability (sSRD, n = 538) and high-performing readers (HPR; n = 806) were matched via propensity Scores, using IQ and each of the alternatives: accuracy of word decoding, pseudoword decoding, word unitization, or paragraph reading fluency. In each case, two groups were compared on the remaining literacy tasks as well as phonological processing, orthographic processing, and rapid serial naming. When matched on word or pseudoword decoding (288 and 313 pairs, respectively), readers with sSRD and HPR differed on all remaining indicators. When matched on word unitization (173 pairs), the differences disappeared or had substantially diminished effect sizes. When matched on paragraph reading fluency (57 pairs), no significant differences remained. Thus, none of the componential skills appeared antecedent to the observed difficulties assessed via the number of correctly orally read words per minute. However, certain inherent limitations of RL-match design preclude us from considering this to be a definitive outcome. [ABSTRACT FROM AUTHOR]

Although creativity has long been recognized as an important aspect of mathematical thinking, both for the advancement of the field and in students' developing expertise in mathematics, assessments of student creativity in that domain have been limited in number and focus. This article presents an assessment developed for creativity that provides a score for mathematical creativity (MaC) in addition to a score for general creativity in the numeric domain, or what we might call numerical creativity (NuC). We developed different rating scales for each and then explored how each scoring method accounts for the students' mathematical/numerical and creative skills. The psychometric properties for both scoring approaches were examined. Each method was shown to reflect different relationships with other performance tests. In addition, it is proposed that MaC may provide useful insight into students' levels of adaptive expertise in mathematics, as reflected by their ability to apply mathematical knowledge (i.e., language, operations, concepts) to novel situations, representing an informative supplement to performance indicators of math achievement. [ABSTRACT FROM AUTHOR]