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JORMJava Object Repository Mapping (adaptable persistence service)
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Current assessments of phonological awareness often are deemed impractical and inappropriate for children as young as four and five years old, in part, because they tend not to be engaging and motivating for young children (Heath & Hogben, 2004; National Reading Panel, 2000; Share, Jorm, Maclean, & Matthews, 1984).
Since reading and spelling are highly correlated (Ehri & Wilce, 1981; Grenberg, Ehri & Perrin, 1997; Griffith, 1991; Jorm, 1981; Juel, Griffith & Gough, 1986) a word study approach that allows adults to manipulate words with their hands and consider how letters work together may make them more conscious of words in their environment and push them to more closely examine those words to provide deeper consideration of their meanings.
1) Ferri CP, Prince M, Brayne C, Brodaty H, Fratiglioni L, Ganguli M, Hall K, Hasegawa K, Hendrie H, Huang Y, Jorm A, Mathers C, Menezes PR, Rimmer E, Scazufca M, Alzheimer's Disease International.
Henderson AS, Jorm AF, Mackinnon A, Christensen H, Scott LR, Korten AE, Doyle C.
Professor Anthony Jorm (Psychiatry) -- Orygen Research Centre and University of Melbourne.
A few years ago, she and her husband, respected mental health literacy researcher Professor Tony Jorm, teamed up to create Mental Health First Aid, a mental health "CPR" program under the auspices of the ORYGEN Research Centre at the University of Melbourne in Australia.
Jorm (2006) "Examining geographical and household variation in mental health in Australia" Australian and New Zealand Journal of Psychiatry, 40:491-497.
Because late-life symptoms of depression are closely associated with dementia, investigators have put forth a number of hypotheses that suggest depression a) may be a risk factor for cognitive decline, b) has risk factors in common with dementia, c) is an early reaction to declining cognition, and d) influences the threshold at which dementia emerges [for review see Jorm (2000)].
The sessions likely resulted in some stigmatizing of the youngsters, although any negative effects were likely short-lived (Crisp et al 2000; Givens and Tjia 2002; Jorm 2000; Link et al.
Researchers have found that phonemic awareness and letter knowledge are the best school-entry predictors for how well children will learn to read in the first 2 years of instruction (Ehri, 2004; Share, Jorm, MacLean, & Matthews, 1984).
A considerable body of research indicates that children's awareness of phonemes at the onset of formal reading instruction is the single most important predictor of later reading achievement (Adams, 1990; Juel, 1988; Share, Jorm, Maclean, & Matthews, 1984; Stanovich, 1986).
A lack of commonality was expressed as early as in the 1980s by Share, Jorm, Macclean, and Matthews (1984), reiterated by Mercer, Algozzine, and Trifiletti (1988), and resurfaced in the late 1990s (O'Connor & Jenkins, 1999; Torgesen, 1998).