Michael Mckay
Biographic Data
| ID | 3655718 |
|---|---|
| NAME | Michael Mckay |
| GIVEN NAMES | Michael |
| FAMILY NAME | Mckay |
| SIGNATURE | MCKAY M |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0003-1496-7434 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
AI Across Borders
This study investigates students’ perceptions of Generative Artificial Intelligence (GenAI), with a focus on Higher Education institutions in Northern Ireland and India. We collect quantitative Likert ratings and qualitative comments from 1211 students on their awareness and perceptions of AI and investigate variations in attitudes toward AI across institutions and subject areas, as well as interactions between these variables with demographic va…
The Adolescent and Adult Time Inventory-Time Attitudes Scale
Reward or punishment? An examination of the relationship between teacher and parent behavior and test scores in the Gambia
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 — systematically biased
The aim of this study was to assess the claims by Stothard & Hulme (1991) that the Neale Analysis of Reading Ability Revised is systematically biased against boys, suffers from an inappropriate gradation in question difficulty in the comprehension subtest of Form 2 of the test and that as a consequence, Form 1 and Form 2 of the test are not parallel. A stratified random sampling procedure based on socio‐economic status of schools in Victoria, Aus…
Patterns of Performance on the British Ability Scales for a Group of Children With Severe Reading Difficulties
S ummary . Patterns of subtest performance on the British Ability Scales (Elliott et al. , 1979) for a group of 24 children attending a reading disability clinic were analysed in the light of the report by Thomson (1982). The present findings generally support those of the earlier study, and add further credence to the more general attempts of diagnosticians to understand the multi‐faceted nature of reading problems
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…
The Predictive Validity of Bannatyne's Wisc Categories for Later Reading Achievement
S ummary . This study was concerned with the Preparatory Grade prediction of later reading performance using recategorised WISC results suggested by Bannatyne (1974). Using the three factors Spatial, Conceptual and Sequential as the dependent variables, and group membership based on subsequent longitudinal reading performance as the independent variables, a multivariate analysis of variance (MANOVA) resulted in a significant multivariate F for a …
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…
Reward or punishment? An examination of the relationship between teacher and parent behavior and test scores in the Gambia
The Predictive Validity of Bannatyne's Wisc Categories for Later Reading Achievement
S ummary . This study was concerned with the Preparatory Grade prediction of later reading performance using recategorised WISC results suggested by Bannatyne (1974). Using the three factors Spatial, Conceptual and Sequential as the dependent variables, and group membership based on subsequent longitudinal reading performance as the independent variables, a multivariate analysis of variance (MANOVA) resulted in a significant multivariate F for a …
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…
Patterns of Performance on the British Ability Scales for a Group of Children With Severe Reading Difficulties
S ummary . Patterns of subtest performance on the British Ability Scales (Elliott et al. , 1979) for a group of 24 children attending a reading disability clinic were analysed in the light of the report by Thomson (1982). The present findings generally support those of the earlier study, and add further credence to the more general attempts of diagnosticians to understand the multi‐faceted nature of reading problems
The Neale Analysis of Reading Ability Revised — systematically biased
The aim of this study was to assess the claims by Stothard & Hulme (1991) that the Neale Analysis of Reading Ability Revised is systematically biased against boys, suffers from an inappropriate gradation in question difficulty in the comprehension subtest of Form 2 of the test and that as a consequence, Form 1 and Form 2 of the test are not parallel. A stratified random sampling procedure based on socio‐economic status of schools in Victoria, Aus…
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…
Reward or punishment? An examination of the relationship between teacher and parent behavior and test scores in the Gambia
The Adolescent and Adult Time Inventory-Time Attitudes Scale
AI Across Borders
This study investigates students’ perceptions of Generative Artificial Intelligence (GenAI), with a focus on Higher Education institutions in Northern Ireland and India. We collect quantitative Likert ratings and qualitative comments from 1211 students on their awareness and perceptions of AI and investigate variations in attitudes toward AI across institutions and subject areas, as well as interactions between these variables with demographic va…
Psychology (7 works) · Developmental psychology (6 works) · Linguistics (4 works) · Reading (process) (4 works) · Statistics (4 works) · Reading and Literacy Development (3 works) · Mathematics (2 works) · Mathematics education (2 works) · Test (biology) (2 works) · Academic achievement (1 work)