Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample.

Thirty preschoolers from low-income families participated in a 12-month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short-term memory or theory of mind. Teachers' ratings of children's capabilities upon school entry favoured the intervention group, especially in terms of listening, responding, writing, mathematics, and personal/social skills.

Icon identification in context: the changing role of icon characteristics with user experience.

Objective: This research examined the relative importance of icon characteristics in determining the speed and accuracy of icon identification.

Background: Studies to date have focused on the role of one or two icon characteristics when users first experience an icon set. This means that little is known about the relative importance of icon characteristics or how the role of icon characteristics might change as users gain experience with icons.