Dress for Dissent: Reading the Almost Unreadable

The changing ways of clothing in Australia, which has communicated disaffection within the public sphere, is enquired. The relationship between clothes as protested in everyday public life, and those exceptional, socially disruptive clothes on view at specific protest gatherings, are also explored. It is shown that dissident dress in the 1980s demonstrated a greater degree of solidarity in its radical difference from mainstream dress of 2000s. It is suggested that building on reconceptualised notion of protest dressing as process not fixity, the relationship of dissident dress to the mainstream has become, for the most part, less dichotomous.

A Critical Appraisal of Narrative in Sport History: Reading the Surf Lifesaving Debate

All debates in history—who started the Cold War, how successful were the Chartists in achieving their aims, to what extent was the recession of the American frontier culturally significant in American history— are debates between competing narrative interpretations. Moreover, because the historical imagination itself exists intertextually within our own social and political environment, the past is never discovered set aside from everyday life. History is designed and composed in the here and now.

Second floor reading area interior, Sunshine Coast University Library, Maroochydore

View of second floor reading area with rigid frames and air-conditioning ducting.

Second floor reading area interior, Sunshine Coast University Library, Maroochydore

View of second floor reading area with rigid frames and air-conditioning ducting.

Beginning readers' use of orthographic analogies in word reading

This research re-investigated the claim that beginning readers exploit information from the orthographic rime of clue words to help them to decode unfamiliar words. In Experiment 1, first-grade children were equally able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar target words. Moreover, the improvement in reading end- (or orthographic rime-) same target words following clue word presentation reflected phonological priming. In second-grade children, with correction for retesting effects, improvement following clue word presentation for end-same and beginning-same target words was equivalent, although end-same target words improved more than middle-same target words. In Experiment 2, both first- and second-grade children were able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar words. Clue word presentation enhanced the reading of beginning-same and end-same target words more than middle-same target words. Improvement was the same for beginning-same and end-same target words. Target word improvement following clue word presentation was greater than that for phonologically primed words only in children reading target words sharing the beginning sequence of the clue word. (C) 1998 Academic Press.

Spelling in adults: The role of reading skills and experience

One hundred university students completed tests of spelling production, vocabulary, reading comprehension, reading experience, and reading accuracy (ability to distinguish a previously read word from a similar distractor). Reading experience, as measured by an adaptation of the Author Recognition Test, and reading accuracy contributed to the prediction of spelling beyond the joint contribution of reading comprehension and vocabulary. The results are more consistent with a uni-process model of spelling based on the quality of word-specific orthographic learning, rather than with a dual-process account relying on both word-specific knowledge and rules.

Children`s oral production of narratives and constructive memory using prior reading of pictures

With the purpose of approximating two issues, oral narrative and constructive memory, we assume that children, as well as adults, have a constructive memory. Accordingly, researchers of the constructive memory share with piagetians the vision that memory is an applied cognition. Under this perspective, understanding and coding into memory constitute a process which is considered similar to the piagetian assimilation of building an internal conceptual representation of the information (hence the term constructive memory. The objective of this study is to examine and illustrate, through examples drawn from a research about oral narrative with 5, 8 and 10 years old children, the extent to which the constructive memory is stimulated by the acquisition of the structures of knowledge or ""mental models"" (schemes of stories and scenes, scripts), and if they automatically employ them to process constructively the information in storage and rebuild them in the recovery. A sequence of five pictures from a book without text was transformed into computerized program, and the pictures were thus presented to the children. The story focuses on a misunderstanding of two characters on a different assessment about a key event. In data collection, the demands of memory were preserved, since children narrate their stories when the images were no longer viewed on the computer screen. Each narrative was produced as a monologue. The results show that this story can be told either in a descriptive level or in a more elaborated level, where intentions and beliefs are attributed to the characters. Although this study allows an assessment of the development of children`s capabilities (both cognitive and linguistic) to narrate a story, there are for sure other issues that could be exploited.