Garry Childs
Biographic Data
| ID | 3655717 |
|---|---|
| NAME | Garry Childs |
| GIVEN NAMES | Garry |
| FAMILY NAME | Childs |
| SIGNATURE | CHILDS G |
| AFFILIATIONS | Flinders University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 1 |
Boys starting school disadvantaged
Background. Consistent evidence indicates that low socio-economic status (SES) acts as an important stressor and vulnerability factor for children's school learning. However, specific mechanism(s) of this process are still not well understood. Aim. This study was a follow-up of the classroom learning behaviour and perceived achievement of low and middle income children after two years at school, who had previously been rated soon after starting s…
A concurrent validity study of teachers' ratings for nominated ‘problem’ children
Background . Behaviour rating scales completed by parents and teachers are widely used in clinical practice, educational guidance and research. Yet evidence for their validity is mostly indirect, and may not address what ratings really signify. Aims . This study examined whether teachers' ratings of particular problem children displayed concurrent validity with independent coded observations of those children based on a time sampling technique. I…
The Neale Analysis of Reading Ability — Revised
S ummary . In 1980 steps were undertaken in Australia to commence a review of the Neale Analysis of Reading Ability (Neale, 1958) which culminated in a revision and restandardisation of the test in 1984. This paper outlines the major features of this revision and presents data on the reading performance of boys and girls from the standardisation sample drawn from two Australian states, Victoria and South Australia. The results overall suggest tha…
Boys starting school disadvantaged
Background. Consistent evidence indicates that low socio-economic status (SES) acts as an important stressor and vulnerability factor for children's school learning. However, specific mechanism(s) of this process are still not well understood. Aim. This study was a follow-up of the classroom learning behaviour and perceived achievement of low and middle income children after two years at school, who had previously been rated soon after starting s…
The Neale Analysis of Reading Ability — Revised
S ummary . In 1980 steps were undertaken in Australia to commence a review of the Neale Analysis of Reading Ability (Neale, 1958) which culminated in a revision and restandardisation of the test in 1984. This paper outlines the major features of this revision and presents data on the reading performance of boys and girls from the standardisation sample drawn from two Australian states, Victoria and South Australia. The results overall suggest tha…
A concurrent validity study of teachers' ratings for nominated ‘problem’ children
Background . Behaviour rating scales completed by parents and teachers are widely used in clinical practice, educational guidance and research. Yet evidence for their validity is mostly indirect, and may not address what ratings really signify. Aims . This study examined whether teachers' ratings of particular problem children displayed concurrent validity with independent coded observations of those children based on a time sampling technique. I…
Boys starting school disadvantaged
Background. Consistent evidence indicates that low socio-economic status (SES) acts as an important stressor and vulnerability factor for children's school learning. However, specific mechanism(s) of this process are still not well understood. Aim. This study was a follow-up of the classroom learning behaviour and perceived achievement of low and middle income children after two years at school, who had previously been rated soon after starting s…
Developmental psychology (3 works) · Psychology (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Early Childhood Education and Development (2 works) · Academic achievement (1 work) · Concurrent validity (1 work) · Context (archaeology) (1 work) · Disadvantaged (1 work) · Education Systems and Policy (1 work) · Education, Achievement, and Giftedness (1 work)