首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
ABSTRACT— Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called generalist genes . This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading ability in a study of 4,258 7-year-old children that screened 100,000 SNPs. Using the same sample, we show that this early reading SNP set also correlates with other aspects of literacy, components of mathematics, and more general cognitive abilities. These results provide support for the generalist genes hypothesis. Although the effect size of the current SNP set is small, such SNP sets could eventually be used to predict genetic risk for learning disabilities as well as to prescribe genetically tailored intervention and prevention programs.  相似文献   

2.
Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early school years. We report results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and representative sample of U.K. twins studied at 7, 9, and 10 years of age. Although preliminary reports of some of these data have been published, the purpose of this monograph is to present new univariate, multivariate, and longitudinal analyses that systematically examine genetic and environmental influences for the entire sample at all ages for all measures for both the low extremes (disabilities) and the entire sample (abilities). English, mathematics, and science yielded similarly high heritabilities and modest shared environmental influences at 7, 9, and 10 years despite major changes in content across these years. We draw three conclusions that go beyond estimating heritability. First, the abnormal is normal: Low performance is the quantitative extreme of the same genetic and environmental influences that operate throughout the normal distribution. Second, continuity is genetic and change is environmental: Longitudinal analyses suggest that age-to-age stability is primarily mediated genetically, whereas the environment contributes to change from age to age. Third, genes are generalists and environments are specialists: Multivariate analyses indicate that genes largely contribute to similarity in performance within and between the three domains--and with general cognitive ability--whereas the environment contributes to differences in performance. These conclusions have far-reaching implications for education and child development as well as for molecular genetics and neuroscience.  相似文献   

3.
This study investigated the cognitive abilities as measured by the Inventory of Piaget's Developmental Tasks (IPDT) (Furth, 1970) of male and female fourth and fifth graders with learning disabilities. In addition, their cognitive abilities were compared to their reading and mathematics achievement, as measured by the Peabody Individual Achievement Test (PIAT) (Dunn & Markwardt, 1970). A two-way analysis of covariance revealed a significant mean difference in cognitive ability between students with learning disabilities and nondisabled students. No significant differences existed in performance between males and females. Multiple regression showed that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability.  相似文献   

4.
Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.  相似文献   

5.
A substantial body of research confirms higher verbal ability in normally achieving females and higher visual-spatial and mathematical abilities in normally achieving males. However, the specific nature of these differences varies by age, specific measure, magnitude, and variability within the groups. Re-analysis of earlier research showed that, although differences in visual-spatial ability were larger than verbal ability differences, gender differences did not account for more than 1% to 5% of the group variance. In the population with learning disabilities (LD), research must be interpreted cautiously because LD samples were drawn mainly from the system-identified population and may reflect selection bias. Findings indicate that system-identified females with LD are lower in IQ, have more severe academic achievement deficits in some aspects of reading and math, and are somewhat better in visual-motor abilities, spelling, and written language mechanics than males with LD. In mathematics, however, it is difficult to document consistent differences in computational skills in the elementary school ages. More consistent findings, however, indicate superiority in mathematical reasoning in males with LD. A limited number of studies on research-identified samples indicate that findings from studies of school-identified LD samples must be interpreted cautiously because females with LD identified in the schools may not be representative of females with LD in general.  相似文献   

6.
学生学习的关键能力主要表现为阅读能力、思考能力和表达能力。数学关键能力主要表现为数学的阅读能力、运用数学知识的思考能力、借助数学知识的表达能力。为此,在小学数学课堂教学中实施“读思达”教学模式,以提升学生学习数学的关键能力。  相似文献   

7.
学习障碍在特殊学生中十分常见,目前虽无治愈方法,却可通过辅助技术在教学中的运用降低其影响。具有辅助技术功能的教育APP为学习障碍学生提供了多样化的参与、表征和表达方式,这正好与通用学习设计的理念相契合,有助于他们在融合班级中获得平等的受教育机会。这些学习障碍相关APP可划分为文字转语音、语音识别、单词预测、文字处理、计划与组织、数学运算等6种类型。一方面,作为能力补偿工具和学习支持工具,学习障碍相关APP能够在阅读、写作和数学学习中为学习障碍学生提供多元化、可参与的学习环境;另一方面,作为一种新型的教学工具,学习障碍相关APP也可能给学习障碍学生带来诸如注意力分散、学习情绪消极等负面影响。因此,其作用机制和在教学中的有效性仍有待明确。未来我国在学习障碍相关APP的研究与实践方面还需做到:推进通用学习设计理念在学习障碍学生教育中的应用与实践,为其学习提供适宜的环境和支持;完善特殊教育辅助技术相关法律和政策,确保各类特殊学生能够获得更专业的支持;加强学习障碍相关APP的开发与研究,使其能够更有效地应用于现实教学情景;建立教育APP的评价体系和支持系统,提升学习障碍相关APP的应用效果。  相似文献   

8.
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain‐general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word‐level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning.  相似文献   

9.
Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction.  相似文献   

10.
The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading.  相似文献   

11.
It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study’s findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.  相似文献   

12.
Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities.  相似文献   

13.
A solid, emerging research base exists to inform how we provide meaningful access to the general education curriculum for students with learning disabilities (LD). For example, the presentation of challenging content to academically diverse learners can be demystified using content enhancement techniques. Additionally, a range of strategies can be taught to enhance reading comprehension and expressive writing abilities. Examples from several lines of research in comprehension and writing are used to highlight the underlying features of these empirically based approaches and to introduce the reader to the history of this expanding body of research.  相似文献   

14.
The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution.  相似文献   

15.
Students with learning disabilities frequently experience difficulty on reading tasks. This difficulty is heightened for adolescents with learning disabilities who are responsible for reading and understanding materials written at several grade levels above their reading ability. Word identification becomes an increasingly important skill for these students, especially when confronted with unfamiliar, polysyllabic words. The present study investigated the effects of training 12 adolescents with learning disabilities in a word identification strategy, DISSECT. The results indicated that the strategy was effective in reducing reading errors for all subjects. However, it was found that increases in word identification differentially affected reading comprehension and indicate the need for separate and/or simultaneous attention to comprehension processes.  相似文献   

16.
阅读能力是学习活动中最为重要的一种能力。在英语阅读能力的训练中,应研究采用正确的阅读方法,掌握一定的阅读技巧,进而达到提高阅读速度和准确率的目的。  相似文献   

17.
唐会红 《天津教育》2021,(8):116-117
在长期的数学教学中发现学生课堂学习效果很好,但独立学习时质量并不高。数学阅读能力不高的学生很难读懂各种学习资料,学习遇到了障碍,因此提高数学的阅读能力有助于促进学生的数学学习。本文从以下几个方面介绍对数学阅读的认识:一是数学阅读在学习过程中的作用;二是教科书上各类数学语言的用途;三是常用的数学阅读方法训练。要使学生具备良好的数学阅读能力,既要掌握阅读方法还需要刻苦训练。阅读能力的提高,将有助于学生的终生学习与发展。  相似文献   

18.
Memory tests, such as the Learning Efficiency Test-II (LET-II), have frequently been used to describe the memory characteristics of special populations such as persons with learning disabilities, brain damage, or Alzheimer's disease. Yet, few research studies have examined the memory characteristics of normally functioning children and compared these characteristics to their performance on ability tests or real-life achievement criteria. This study investigates the predictive and concurrent validities of the LET-II for performance on the Kuhlmann-Anderson Tests (K-A), class grades, and actual grade level functioning in reading and mathematics for third and fourth grade children of average intelligence. The LET-II memory factor scores correlated significantly with the K-A scores, class grades and actual grade level functioning in reading. The relevance of these findings for norm-referenced psychological tests, and in particular memory tests, in real-life settings is examined. © 1996 John Wiley & Sons, Inc.  相似文献   

19.
Learning disabilities (LDs) are associated with underachievement in one or more areas such as reading, spelling, writing and/or mathematics. In general, it is assumed that LDs are neurological in origin, permanent in nature and resistant to intervention. Moreover, LDs are not considered the result of intellectual, physical or sensory disabilities, emotional disturbance, cultural or economic disadvantage or inappropriate teaching. The purpose of this review was to provide school communities including principals, classroom teachers, other professionals, parents and students with a contemporary review of the definition, prevalence, identification and support of LDs. In particular, this review highlights the confusion surrounding the definition of LDs and how this has impacted on estimates of the prevalence of LDs, as well as current identification methods used in Australian schools. The various methods used to support students with LDs in schools are discussed.  相似文献   

20.
<正>In general,Chinese high school students have been weak in communicating in English.They are too shy to speak in public.So they can’t speak English fluently.That’s a great problem.In class,we should improve students’abilities while learning English,such as listening ability,speaking ability,reading ability,writing ability and translating ability.But I think that students’speaking ability is the most important one in the five abilities.So how can we improve students’speaking ability?  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号