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For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child's primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) Español with a sample of Spanish-speaking children in the southwestern United States. Children who could recognize at least 16 uppercase and nine lowercase letters were included in the analyses. Subscales of the PreK Español included Name Writing, Letter/Sound Association, Print Concepts, and Rhyme Awareness. Confirmatory factor analysis resulted in a two-factor model of alphabet knowledge (upper and lowercase letter recognition, letter sounds) and print and phonological awareness (name writing, print and rhyme awareness, letter sounds) with letter sounds loading on both factors. We found that the structure of PALS-PreK Español is similar to the English version and discussed implications.

Background The present study aimed to evaluate the self-regulatory properties of anger on the performance of individuals under various motivational dispositions using an experimental design. Methods The participants were 99 university students who participated in response to extra credit. The performance of the participants was evaluated using the Tower of Hanoi task. Their anger was measured using a facial expression recognition system and arousal was assessed using a heart-rate monitoring device. Two motivational dispositions were assessed: performance goals with normative evaluative standards and performance goals with a focus on outcomes. Results The results indicated that a nonlinear function explained the relationship between anger, arousal, and achievement under different goal conditions. Specifically, the Cusp Catastrophe Model showed that anger levels beyond a critical point were associated with the unpredictability of performance during the normative goal condition, suggesting that anger disturbed the relationship between arousal and achievement. Interestingly, a linear model was relevant for explaining the same relationships during the outcome goal condition. Conclusion Thus, this study concluded that anger plays a more salient role when coupled with the pressures arising from employing interpersonal evaluative standards.

The present study tested the hypothesis that normative vs. non-normative performance goals would be associated with significantly divergent pathways in relation to both cognitive and emotional regulation. Participants were 16 college students with a diagnosis of dyslexia. Students were subjected to an experimental induction of normative and non-normative performance goals while engaged in reading pseudowords. Students’ EEG activation, EMG, and BVP were assessed during baseline, relaxation, and experimental conditions. Results indicated that the normative goal condition was associated with lower amplitudes in alpha and beta waves, suggesting the presence of a slow cortical disorder. Furthermore, EMG and HR variability were at higher levels during the normative goal condition, suggesting elevated levels of anxiety and stress. It is concluded that normative performance goals are associated with divergent regulatory mechanisms compared to non-normative performance goals, which are quite stressful for individuals with dyslexia.