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A learning disability (LD) is any disability resulting from a primary impairment in comprehending or expressing language. Many studies have looked at atypical language processes in children - particularly those with Specific Language Impairment and Dyslexia - but few have considered to how language demands, and therefore the impact of LD, change as children or adolescents transition into the postsecondary setting where auditory language abilities are often a necessary component for success. In this study we posited that students with LD would have a more difficult time learning information from a typical lecture format, and that contributors such as extant vocabulary, short-term verbal memory, and attention would all predict outcomes for post-lecture test performance. Participants were 34 individuals with LD and 34 individuals who were typically developing (ND). Each participant watched a 30-minute lecture. Before the lecture, a baseline-test of general topic knowledge was given. Afterwards a post-test was given regarding specific information from the lecture. Additionally, multiple standardized tests and ratings were given to each participant to look at individual differences that contributed to outcomes on the post-test. We found that LD students learned less information from the lecture than did the ND students, as measured in both recall and recognition formats. Post-test performance for all students was predicted based on vocabulary and attention. Verbal memory was an additional predictor for LD participants.

This research aims to investigate the effect of word-of-mouth (WOM) on the purchase of genuine and counterfeit luxury brands with a focus on the roles of attitude functions, product type, valence of WOM, and brand popularity. It consists of two experimental studies. Study 1 examines the effect of WOM on the purchase of luxury brands and attempts to investigate the mediating role of attitude functions in the relationship between WOM and purchase intentions for luxury brands, with regard to different product types and valence of WOM. Study 2 compares the effects of WOM communications with traditional advertising on the purchase of counterfeit and genuine luxury brands. It also examines the differences between popular and non-popular luxury brands. Results reveal that social-adjustive and value-expressive functions fully mediate the effect of WOM on luxury brand evaluation while partially mediate the effect of product type on luxury brand evaluation. The effect of WOM on attitude functions is more pronounced for high (vs. low) susceptibility to interpersonal influence consumers. Findings of Study 2 support the moderating role of subjective norm in the self-monitoring and counterfeit luxury brand evaluation relationship, indicating that compared to advertising, WOM is a more effective way to decrease counterfeit luxury brand consumption. Managerial implications for strategic brand management and directions for future research are discussed.

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Nicole Wilton is director of the Wilton Academy of Music in Saskatoon. LaShay Jennings is a clinical instructor in the Department of Curriculum and Instruction (CUAI) at East Tennessee State University. Renee Rice Moran. Stacey Fisher, Huili Hong and Edward Dwyer are members of the faculty in the Department of Curriculum and Instruction (CUAI) at East Tennessee State University who have literacy strategies as their primary focus for research and instruction. According to these experts, instruction in learning the relationship between letters and the sounds they represent, phonics, is an important part of literacy instruction. Instantaneous recognition of onsets and rhymes as they appear in syllables is vital for fluent reading, and, consequently for reading comprehension. The systemic instructional strategies presented in this article describe effective, efficient and enjoyable approaches for providing phonics instruction in a variety of contexts. Emphasis is placed on learning relationships of onsets and rhymes through a set of instructional materials in the Word Builder Kit. These experts believe that hands-on enjoyable experiences involving multi-sensory approaches within academically sound practices benefit both teachers and students.

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