This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed.

We conducted research to explore how women in the highlands perceive and identify stress within the cultural context of the Andes. Using cultural domain analysis, consisting of free listing and pile sorting, we demonstrate the shared cultural model of stress among Andean women. The project describes different types of stress that impact women including economic insecurity, lack of access to education, and spousal problems. We demonstrate what this research tells us about how Andean women organize sources of stress. The practical implications of this study involve researchers and practitioners considering social factors present in the lives of Andean highland women. The research can improve discussions about how these issues influence individual social stress levels.