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Over the past two decades, there has been an exponential increase in studies investigating posttraumatic growth (PTG) in samples exposed to various traumatic experiences. The prevalence of PTG following trauma has been variable, and mixed findings have emerged pertaining to factors associated with PTG. To date, however, there has been a notable paucity of research that has considered the PTG phenomenon in relation to lifespan developmental, cognitive, and humanistic theories. The objective of this review is to evaluate the prominent theory of PTG proposed by Tedeschi and Calhoun (1996) in context of the theories of Erikson and Maslow, as well as Frankl's theory of meaning-making postadversity. Methodological issues are also considered to inform the advancement of future research in this field.Posttraumatic growth (PTG) refers to positive psychological change that may occur after the experience of a seismic traumatic event (Tedeschi & Calhoun, 1995), in which an individual's basic assumptions and modes of interpreting or experiencing the world are seriously challenged or disrupted (Butler et al., 2012;Tedeschi, Park, & Calhoun, 1998). For the purposes of this review, the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, text revision criterion A1 of posttraumatic stress disorder (PTSD), where a ''person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others'' (American Psychiatric Association, 2001, p. 467) will be used to define a traumatic event. This is comparable to the approach used by researchers in the majority of the published studies that have investigated PTG in various trauma populations. Although many authors have written about growth following trauma (e.g., Linley & Joseph, 2004), the model of PTG as proposed by Calhoun (1996, 2004) will be the focus of this review. Tedeschi and Calhoun (1996) proposed that there are five major domains of PTG, including a greater appreciation of life and changed priorities; warmer, more intimate and meaningful relationships with others; increased sense of personal strength; a recognition of new possibilities or paths for one's life; and spiritual development. Hence, central to this PTG model is the role of cognitive processing, as PTG is purported to occur when an individual's outlook on life is challenged following a traumatic life experience (Butler et al., 2012;Tedeschi et al., 1998). Although the idea of positive change resulting from traumatic life experiences is not a new concept, with

Given the importance of effective treatments for children with reading impairment, paired with growing concern about the lack of scientific replication in psychological science, the aim of this study was to replicate a quasi-randomised trial of sight word and phonics training using a randomised controlled trial (RCT) design. One group of poor readers (N = 41) did 8 weeks of phonics training (i.e., phonological decoding) and then 8 weeks of sight word training (i.e., whole-word recognition). A second group did the reverse order of training. Sight word and phonics training each had a large and significant valid treatment effect on trained irregular words and word reading fluency. In addition, combined sight word and phonics training had a moderate and significant valid treatment effect on nonword reading accuracy and fluency. These findings demonstrate the reliability of both phonics and sight word training in treating poor readers in an era where the importance of scientific reliability is under close scrutiny.