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1.
Previous research has suggested that learning to read irregular words depends upon knowledge of a word’s meaning and the ability to correct imperfect decoding attempts by reference to the known pronunciations of a word. In an experimental training study, 84 children ages 5–7 years were randomly assigned to an intervention or control group. Children in the intervention group participated in a 4-week programme in which they were taught to correct mispronunciations of spoken words as well as being taught the meanings of those words. Children in the control group received no additional teaching. The intervention group made significant gains in their ability to correct mispronunciations and to read and define the taught words; these gains also generalised to a comparable set of untaught control words. Children can be taught to correct errors in the pronunciation of irregular words, and this may produce generalised effects on learning to read.  相似文献   

2.
To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students’ thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group (p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials.  相似文献   

3.
The aim of this study was to determine the effects of an educational computer game, Lola’s World, on low-performing children’s early numeracy skills. Four preschools with 33 children from families of low socio-economic status (M age = 5.5 years) took part in this study. Of the 33 children, 23 were split randomly into two groups: an intervention group playing a numeracy game (Lola’s World) and an active control group playing an early reading skills game (Lola’s ABC party). The remaining 10 children served as a passive control group. The intervention phase lasted three weeks, during which time the children played the games daily for about 15 min. The children’s numeracy skills were measured using the Early Numeracy Test. Those children (n = 22) who exhibited low numeracy (i.e. at risk for learning difficulties in mathematics) were included in the analyses. The three groups did not differ in terms of parental educational levels or home languages. They were comparable in terms of nonverbal reasoning and the amount of time spent playing. The Lola’s World group improved its early numeracy performance from pretest to post-test. No between-group differences were found. The results are discussed in relation to providing game-based support for low-performing preschoolers.  相似文献   

4.
Many educational researchers have investigated how best to support conceptual learning in science education. In this study, the aim was to design learning materials using Physlets, small computer simulations, and to evaluate the effectiveness of these materials in supporting conceptual learning in secondary school physics. Students were taught in two different physics courses (conditions): one group of students (n = 40) was taught using Physlet-based learning materials, and the other (n = 40) was taught using expository instruction. To evaluate the designed materials, we assessed students’ thinking skills in relation to physics after the course and analyzed the results using an independent t test, multiple regression analyses, and one-way analysis of covariance. The results showed better thinking skills among students in the experimental group and supported a clear relationship between the physics course using Physlet-based materials and this improvement (p < 0.05). These results indicate that properly designed Physlet-based materials can effectively support conceptual learning.  相似文献   

5.
Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it aims to show how an intervention focused on emotion-related aspects affects children’s social competence. The pilot study was conducted on 57 Spanish 2-year-olds divided into an experimental group (n = 38) and a control group (n = 19). The children were assessed for overall development, emotion knowledge, emotion regulation, and social competence before and after the intervention. The program was carried out in the classroom in 30-min weekly sessions over a 6-month period. The findings showed significant progress in emotion knowledge and social competence as well as slight progress in emotion regulation. Practice or Policy: Our results show that emotions should be part of the curriculum starting in early childhood. On the one hand, 2-year-olds can benefit from planned interventions that improve social competence through emotion knowledge. On the other hand, 24 months is developmentally speaking the perfect age to start acquiring emotion knowledge through the simplest components.  相似文献   

6.
Research Findings: A total of 72 Head Start children (M age = 53.26 months, SD = 5.07) were randomly assigned to 4 conditions. Some were taught the oddity principle (choosing the object that differs from others in a group) and seriation (ordering objects on a dimension and inserting new objects into such orders), which are forms of thinking that develop naturally at about age 4. Others were taught letters or numbers or were engaged in art activities in sessions matched in frequency, timing, and extent. Toy animals were used as props in lessons that scaffolded the children's learning. Preschoolers in the cognitive group improved their cognitive skills significantly more than the others and also became better than the numbers or art groups at identifying letters, as measured by the Letters and Words scale of the Stanford Early School Achievement Test 2. This indicates that with improved oddity and seriation skills, children profited more from lessons and letter sounds offered to all children by their classroom teacher. Comparable results were demonstrated for the oddity and seriation instruction and progress in counting and adding and subtracting objects as measured by the Woodcock–Johnson III Applied Problems scale. Practice or Policy: The content and procedures embodied in this research enable children who are economically disadvantaged to make progress in learning letters and in numeracy when enrolled in preschool. Brief periods of such activities for most of the school year may be an effective supplement to lessons on letters, letter sounds, and numeracy offered in preschool curricula.  相似文献   

7.
Abstract

This article aims to present preliminary data to validate and show the effectiveness of the educational programme Thinking emotions with a sample of children aged two years. To test its effectiveness, a sample of 57 children was selected. The sample was divided into experimental group (N = 38) and control group (N = 19). Participants were evaluated for overall development (Brunet-Lezine) and emotional understanding through two tests (AKT and TEC) before and after the implementation of the programme in the classroom. The tutors implemented the programme during school hours in weekly 45-minute sessions over six months. The results show significant advances in emotion understanding of children in the experimental group versus the control group. Results are discussed considering the implications of early education on emotions and the consequences on psychological wellbeing.  相似文献   

8.
In recent years, attention has been focused on investigating the effectiveness of composite memory intervention programs with different age and diagnostics groups. The goal of this study was to measure changes in cognitive lapses by Cognitive Failure Questionnaire (CFQ) in a large trained, dementia free group (Mini-Mental State Examination [MMSE] > 26). The CFQ was administrated to older adults before training (Wave 1), after training (Wave 2), and in a six-month follow-up (Wave 3) to an experimental (N = 77; memory training) and control sample (N = 78, no intervention). Significant changes in subjective cognitive functioning in the experimental group and a plateau curve in the control group were observed. The results indicate support for the efficiency of a large memory-training group in promoting subjective cognitive functioning.  相似文献   

9.
Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children’s acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on children’s acceptance of peers with learning difficulties. The participants were 86 Grade 3 students from a Hong Kong primary school, randomly assigned to an experimental group (n = 45) and a control group (n = 41). The findings indicated that the more the students perceived that their classroom was performance-approach oriented, the less they would accept their peers with learning difficulties in doing things together. After the intervention, the students in the experimental condition, compared to their counterparts in the control group, were more likely to render financial assistance and have affective acceptance to their peers with learning difficulties.  相似文献   

10.
The same cognitive intervention was attempted with children from two schools serving different populations. All children were identified by their teachers as having cognitive difficulties in kindergarten. Within each school, children were randomly assigned to experimental and control groups. Children in the experimental groups received more than 40 short lessons on unidimensional classification (oddity), seriation, and number conservation. These lessons were taught via a learning-set procedure employing 160 kinds of manipulatable objects. Children in the control groups received an equal amount of instruction on verbal and mathematics materials recommended by their teachers. Five months after the instruction was concluded, the experimental group in one school scored significantly better on a psychometric test of reasoning. There was no significant difference in verbal and mathematics achievement. Differences in the significance of outcomes of the intervention at the two schools suggest that children at different stages of cognitive development will benefit differently from cognitive interventions. © 1996 John Wiley & Sons, Inc.  相似文献   

11.
The purpose of this study was to examine the effects of a motor skill intervention on gross and fine motor skill performance of Hispanic pre-K children from low SES backgrounds. One hundred and forty-nine pre-K children were randomly assigned to an intervention group (n?=?74) and control group (n?=?75). All children were assessed on fine and gross motor skills using the Peabody Developmental Motor Scales-2 before and after a 16-week intervention. The children in the experimental group received 800 min of skills-based instruction to target gross and fine motor skills. The control group children received 800 min of play-based lessons with no instruction provided. A repeated measures analysis of variance revealed a significant difference between the experimental and control group children on stationary and visual-motor subtests after the 16-week intervention. These results suggested that children in the treatment group benefited from a planned motor intervention program on their gross and fine motor skills. The findings of this study have implications for delivery of instruction for motor skills for young children. Educators and practitioners should provide structured lessons with feedback to promote the development of these important skills.  相似文献   

12.
This study aimed to investigate the effects of inquiry-based laboratory activities on high school students’ understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N?=?30) and control groups (N?=?32). The experimental group was taught using inquiry-based laboratory activities developed by the researchers and the control group was instructed using traditional laboratory activities. The results of the study indicated that instruction based on inquiry-based laboratory activities caused a significantly better acquisition of scientific concepts related to electrochemistry, and produced significantly higher positive attitudes towards chemistry and laboratory. In the light of the findings, it is suggested that inquiry-based laboratory activities should be developed and applied to promote students’ understanding in chemistry subjects and to improve their positive attitudes.  相似文献   

13.
The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start preschools. Preschool Literacy Individual Growth and Development Indicators were used to assess early literacy and phonological awareness in the areas of alliteration and picture naming. The results showed significant increases in physical activity during free play and improvements in early literacy (Picture Naming, Alliteration) compared to a non-exercising control group. In conclusion, the findings suggest that academic lessons taught using physical activity improve early literacy in preschoolers.  相似文献   

14.
A sample of 210 class-two (grade 8) students from six randomly selected classes from six Nigerian schools was divided into two (experimental and control) groups. Using materials from some units of the Nigerian Integrated Science Project (NISP), the experimental group was taught by a laboratory method while the control group was taught by the lecture method. Data were collected using an Achievement Test for Integrated Science Students developed by the authors and student ability was measured by tests secured from the Department of Teacher Education, University of Ibadan. In analyzing the data, an analysis of covariance was employed. T-test statistics were also used to determine significant difference between means of different groups. High achievers of both groups had identical achievement, but the low achievers in the experimental group performed better than their counterparts in the control group. While the study showed that males in this study prefer laboratory method to lecture method when compared with their female counterparts, the study also revealed that females in the control classes performed better than males of the same group.  相似文献   

15.
This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest–posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or Millie's Math House (control group) for 30 min each school day for 8 weeks. Children using Headsprout Early Reading made greater gains in early reading skills as measured by the Test of Early Reading Ability (TERA-3), F(1, 59) = 39.35, p < 0.01, and in oral language skills as measured by the Test of Language Development-Primary (TOLD-P:3), F(1, 59) = 37.03, p < 0.01. Effect sizes were large for the gains in both measures (TERA-3, η2 = 0.24; TOLD-P:3, η2 = 0.17). Teachers' responses to an open-ended interview indicated that the program was perceived as a desirable instructional aid. Educational considerations for preventing future reading difficulties and issues about implementation integrity are discussed.  相似文献   

16.
This study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea.  相似文献   

17.
The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of mathematical competence of children.  相似文献   

18.
This study carried out an assessment of the effectiveness of a digital literacy programme for primary education students. A quasi-experimental design with repeated measures of assessment was used. The sample consisted of 364 students (206 male and 158 female) from the sixth year of primary education. The students were assessed in their own schools and the sample was divided into two groups: experimental group (N = 190) and control group (N = 174). The assessment was carried out in three sessions: pre-intervention, post-intervention and six-month follow-up. The programme was composed of three sessions aimed at improving digital literacy, as a way of developing a safe and responsible use of the internet. The results obtained after the intervention showed statistically significant differences in the comparison between the two groups. Specifically, the experimental group reached a significantly higher degree of digital literacy (conceptual, procedural and attitudinal) than the control group after passing through the programme.  相似文献   

19.
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.  相似文献   

20.
Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p < .08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children.  相似文献   

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