W HEN WE decided to edit a book and to invite authors to contribute to it, we wanted it to be a b... more W HEN WE decided to edit a book and to invite authors to contribute to it, we wanted it to be a book for teachers. As stated in the first chapter, our motivation was to empower teachers to judge research worthiness for themselves. We feel that it is important for teachers to know why particular research questions require different types of research methods. Teachers are in the forefront of education, teaching students daily and continuously being asked to make instructional decisions. The entire second section of The Voice of Evidence in Reading Research is dedicated to presenting information on research methods used to provide evidence, with chapters addressing the importance of 1) scientific evidence, 2) research questions and the designs and methods most appropriate for addressing them, 3) longitudinal research, 4) meta-analysis and criteria for judging the trustworthiness of the analysis, and 5) the appropriate-
The workshop offered the following recommendations for research on pediatric AIDS: (1) investigat... more The workshop offered the following recommendations for research on pediatric AIDS: (1) investigating cross-cutting issues such as pain and/or QOL; (2) identifying effective service delivery and associated cultural considerations; (3) promoting data sharing and standardized instruments; and (4) examining affected body systems.
Goldenhar's Syndrome, a rare symptom complex involving craniofacial and vertebral malform... more Goldenhar's Syndrome, a rare symptom complex involving craniofacial and vertebral malformations, is reviewed and a detailed case history of a 19-mo-old exhibiting the syndrome is described. This multiple-problem child exhibited a 6-mo deficit in communication skills at 12 mo of age. After 6 mo of participation in a multidisciplinary early intervention program, including speech-language therapy, the child exhibits normal language although he has articulation problems consistent with his craniofacial defects.
Sex differences in language performance have long been noted, with females more verbal and males ... more Sex differences in language performance have long been noted, with females more verbal and males superior in visual-spatial tasks. Two theories seek to explain the differences in language function. Waber (1976, Science, 193, 572-574) suggests that these sex differences are secondary to differences in bilateral language function related to the faster maturation rate in girls. Geschwind and Galaburda (1985, Archives of Neurology, 42,(I), 428-459; (II), 521-552; (III), 634-654) on the other hand posit an intimate interrelationship of sex hormones, the immune system, and laterality as influencing the ultimate asymmetry of the nervous system, which in turn could account for such differences. In the present study, language function was examined in patients with accelerated maturation caused by conditions with sex hormone elevation (idiopathic precocious puberty and congenital adrenal hyperplasia). The degree of maturational advancement was similar between the two groups. However, significant language performance differences were noted between androgen- vs. estrogen-exposed patients, regardless of genetic sex or diagnosis of the patient, indicating a hormonal effect on language development over time. These data support Geschwind and Galaburda's multifactorial theory for the origin of sex differences in language performance, and argue against Waber's maturational hypothesis.
W HEN WE decided to edit a book and to invite authors to contribute to it, we wanted it to be a b... more W HEN WE decided to edit a book and to invite authors to contribute to it, we wanted it to be a book for teachers. As stated in the first chapter, our motivation was to empower teachers to judge research worthiness for themselves. We feel that it is important for teachers to know why particular research questions require different types of research methods. Teachers are in the forefront of education, teaching students daily and continuously being asked to make instructional decisions. The entire second section of The Voice of Evidence in Reading Research is dedicated to presenting information on research methods used to provide evidence, with chapters addressing the importance of 1) scientific evidence, 2) research questions and the designs and methods most appropriate for addressing them, 3) longitudinal research, 4) meta-analysis and criteria for judging the trustworthiness of the analysis, and 5) the appropriate-
The workshop offered the following recommendations for research on pediatric AIDS: (1) investigat... more The workshop offered the following recommendations for research on pediatric AIDS: (1) investigating cross-cutting issues such as pain and/or QOL; (2) identifying effective service delivery and associated cultural considerations; (3) promoting data sharing and standardized instruments; and (4) examining affected body systems.
Goldenhar's Syndrome, a rare symptom complex involving craniofacial and vertebral malform... more Goldenhar's Syndrome, a rare symptom complex involving craniofacial and vertebral malformations, is reviewed and a detailed case history of a 19-mo-old exhibiting the syndrome is described. This multiple-problem child exhibited a 6-mo deficit in communication skills at 12 mo of age. After 6 mo of participation in a multidisciplinary early intervention program, including speech-language therapy, the child exhibits normal language although he has articulation problems consistent with his craniofacial defects.
Sex differences in language performance have long been noted, with females more verbal and males ... more Sex differences in language performance have long been noted, with females more verbal and males superior in visual-spatial tasks. Two theories seek to explain the differences in language function. Waber (1976, Science, 193, 572-574) suggests that these sex differences are secondary to differences in bilateral language function related to the faster maturation rate in girls. Geschwind and Galaburda (1985, Archives of Neurology, 42,(I), 428-459; (II), 521-552; (III), 634-654) on the other hand posit an intimate interrelationship of sex hormones, the immune system, and laterality as influencing the ultimate asymmetry of the nervous system, which in turn could account for such differences. In the present study, language function was examined in patients with accelerated maturation caused by conditions with sex hormone elevation (idiopathic precocious puberty and congenital adrenal hyperplasia). The degree of maturational advancement was similar between the two groups. However, significant language performance differences were noted between androgen- vs. estrogen-exposed patients, regardless of genetic sex or diagnosis of the patient, indicating a hormonal effect on language development over time. These data support Geschwind and Galaburda's multifactorial theory for the origin of sex differences in language performance, and argue against Waber's maturational hypothesis.
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Papers by Peggy McCardle