European Journal of Special Needs Education, Aug 1, 2010
The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers ... more The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers can contribute to the prevention of secondary disorders in a child and this can have serious implications for the child's overall development. The aims of the present study were to examine:(1) the validity of the original assessment of the teachers in detecting school‐age children nominated as children with ADHD by their teachers; and (2) the factors that influence teachers' evaluations on a rating scale assessing ADHD, such as child's gender, ...
International Journal of Behavioral Development, 2013
ABSTRACT We examined the developmental dynamics between task-avoidant behavior and different lite... more ABSTRACT We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children’s achievement strategies at all testing times. In addition, in Grade 4, the children responded to a task value questionnaire and the parents reported their beliefs and expectations about their children’s academic performance. The results revealed that task avoidance was reciprocally related only to reading comprehension. In addition, only parental beliefs predicted task avoidance. These findings complement those of previous studies in transparent orthographies and suggest that the role of task avoidance on literacy development depends on the time when the literacy skills are assessed and the type of literacy outcome.
The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers ... more The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers can contribute to the prevention of secondary disorders in a child and this can have serious implications for the child's overall development. The aims of the present study were to examine:(1) the validity of the original assessment of the teachers in detecting school‐age children nominated as children with ADHD by their teachers; and (2) the factors that influence teachers' evaluations on a rating scale assessing ADHD, such as child's gender, ...
Learning Disabilities: A Contemporary Journal, 2011
Abstract: The purpose of this study was to assess the diagnostic value of rapid automatized namin... more Abstract: The purpose of this study was to assess the diagnostic value of rapid automatized naming (RAN) in the identification of poor readers in two alphabetic orthographies: English and Greek. Ninety-seven English-speaking Canadian (mean age= 66.70 months) and 70 Greek children (mean age= 67.60 months) were followed from Kindergarten until Grade 3. In Kindergarten and Grade 1, they were assessed on measures of RAN, phonological awareness, and letter knowledge. In Grade 3, they were assessed on measures of ...
European Journal of Special Needs Education, Aug 1, 2010
The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers ... more The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers can contribute to the prevention of secondary disorders in a child and this can have serious implications for the child's overall development. The aims of the present study were to examine:(1) the validity of the original assessment of the teachers in detecting school‐age children nominated as children with ADHD by their teachers; and (2) the factors that influence teachers' evaluations on a rating scale assessing ADHD, such as child's gender, ...
International Journal of Behavioral Development, 2013
ABSTRACT We examined the developmental dynamics between task-avoidant behavior and different lite... more ABSTRACT We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children’s achievement strategies at all testing times. In addition, in Grade 4, the children responded to a task value questionnaire and the parents reported their beliefs and expectations about their children’s academic performance. The results revealed that task avoidance was reciprocally related only to reading comprehension. In addition, only parental beliefs predicted task avoidance. These findings complement those of previous studies in transparent orthographies and suggest that the role of task avoidance on literacy development depends on the time when the literacy skills are assessed and the type of literacy outcome.
The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers ... more The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers can contribute to the prevention of secondary disorders in a child and this can have serious implications for the child's overall development. The aims of the present study were to examine:(1) the validity of the original assessment of the teachers in detecting school‐age children nominated as children with ADHD by their teachers; and (2) the factors that influence teachers' evaluations on a rating scale assessing ADHD, such as child's gender, ...
Learning Disabilities: A Contemporary Journal, 2011
Abstract: The purpose of this study was to assess the diagnostic value of rapid automatized namin... more Abstract: The purpose of this study was to assess the diagnostic value of rapid automatized naming (RAN) in the identification of poor readers in two alphabetic orthographies: English and Greek. Ninety-seven English-speaking Canadian (mean age= 66.70 months) and 70 Greek children (mean age= 67.60 months) were followed from Kindergarten until Grade 3. In Kindergarten and Grade 1, they were assessed on measures of RAN, phonological awareness, and letter knowledge. In Grade 3, they were assessed on measures of ...
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