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1.
The quasi-experimental study examined the effects of pairing Rock and Read with Readers Theater and only Rock and Read on second grade students' reading fluency scores. The 51 subjects were pre- and post-tested on five different reading fluency measures. A series of 3 × 2 repeated measures ANOVAs revealed statistically significant interaction effects on three of the five outcome measures: expression and volume, phrasing, and pace. The analysis of simple effects showed large mean difference effect sizes in both treatments.  相似文献   

2.
静压桩在沉桩过程中会产生挤土效应,对周围环境造成不利影响。分析了挤土效应的具体表现,并且从设计和施工两个方面提出控制措施。在具体工程中可根据实际情况综合考虑,采取相应的合理控制措施。  相似文献   

3.
1938年至1943年重庆大轰炸期间，国民政府实施了空袭难民救济。救济措施包括组建专门空袭救济机构、颁布救济法规、动员民间力量救济和奖励空袭救济人员。在具体的空袭救济中，政府组织人力物力财力收容、医治难民，并向难民发放急赈和小额贷款。国民政府的空袭救济具有阶段性、突发性、广泛性和慈善性的特点。空袭救济措施的实施一定程度上维护了难民的生命安全，解决了难民的生活问题，安定了民心和社会秩序，粉碎了日本妄图以炸迫降的阴谋，从而支持了中国长期抗战。但由于救济经费的不足、救济力量的有限以及救济措施的失当，国民政府的空袭救济效果相当有限。  相似文献   

4.
Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed.  相似文献   

5.
A sample of 169 German children were tested in general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool. These tests were used as independent measures predicting performance on second grade reading comprehension, word discrimination, and word decoding speed. Tests of verbal ability, memory capacity, and phonological awareness were also given over a year later in elementary school. After determining that the influence of verbal ability, memory capacity, and phonological awareness on reading comprehension was comparable when measured in preschool and elementary school, the effects of all preschool measures on the three dependent reading measures were assessed. These analyses revealed differential main effects and interactions for the three dependent measures. However, a significant three-way interaction among lexical access, memory capacity, and phonological awareness was found for all three reading measures. These results indicate that the interaction and subsequent effects of these linguistic skills precedes and influences reading acquisition. This is contrary to the view that these skills interact as a result of reading experience. The implications of these results, as well as comparisons of conducting such studies with German rather than English speaking children are discussed.  相似文献   

6.
PPM环境贸易措施与WTO规则的关系问题分析   总被引：1，自引：0，他引：1  
由于PPM环境贸易措施和WTO规则之间的关系问题存在不确定性,因而各国经常会按照有利于自身的原则对其进行解释,用以保护本国工业或推广本国价值观,PPM环境贸易措施也因此成为绿色贸易壁垒的最新形式。有关PPM环境贸易措施与WTO规则的关系问题,发达国家与发展中国家在理论和实践上存在着根本性的分歧。发展中国家为了保护自身的利益,必须坚持单边PPM环境贸易措施不符合有关的WTO规则的立场,并积极采取措施澄清二者之间的关系。  相似文献   

7.
通过化学氧化法合成了不同掺杂态聚苯胺，对聚苯胺的电导率和结构进行了测定，研究了温度及反应体系酸度对聚合物性质的影响。  相似文献   

8.
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al. Review of Educational Research, 83, 163–195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students’ foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES?=?0.54), (2) not-standardized foundational skill measures (mean ES?=?0.62), (3) standardized language/comprehension measures (mean ES?=?0.36), and (4) not-standardized language/comprehension measures (mean ES?=?1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.  相似文献   

9.
In this article, we review methods of writing assessment, focusing specifically on a method designed for special education: curriculum-based measurement. At the elementary and middle school levels, valid and reliable indicators of performance have been identified. At the high school level, research is sparse and has not yet supported the validity and reliability of the measures. More research is needed on the development of measures at the high school level, on the technical adequacy of the measures as growth indicators, and on the effects of implementation of the measures as they relate to teacher instruction and student performance.  相似文献   

10.
Nearly every state evaluates teacher performance using multiple measures, but evidence has largely shown that only one such measure—teachers’ effects on student achievement (i.e., value-added)—captures teachers’ causal effects. We conducted a random assignment experiment in 66 fourth- and fifth-grade mathematics classrooms to evaluate the predictive validity of three measures of teacher performance: value-added, classroom observations, and student surveys. Combining our results with those from two previous random assignment experiments, we provide additional experimental evidence that value-added measures are unbiased predictors of teacher performance. Though results for the other two measures are less precise, we find that classroom observation scores are predictive of teachers’ performance after random assignment while student surveys are not. These results thus lend support to teacher evaluation systems that use value-added and classroom observations, but suggest practitioners should proceed with caution when considering student survey measures for teacher evaluation.  相似文献   

11.
This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial analyses of variance revealed significant interaction effects on retell, comprehension questions, and the multidimensional fluency scale as well as time effects on words read correctly per minute and word recognition accuracy. Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension measures. The interventions, however, had little effect on students’ attitude toward reading. Practical implications and future research directions are also discussed.  相似文献   

12.
The authors discuss some of the psychological effects associated with the increasing capabilities of new technology with a particular emphasis on issues involved with multi-media teaching systems and the development of the self on emotional, intellectual and social levels. It includes a review of technology attitudes and individual differences in relation to the voluntary use of technology and contrasts that with the psychological measures associated with the rejection of technology. Consideration is given to which psychological measures are typically cited by the literature as being associated with emotional, intellectual and social "success" and compares them with those measures that appear to predict successful technology adoption. These different measures and outcomes are compared to see if they are compatible. The authors then summarise the likely effects of the latest trends in technology on the mental world in which a developing self operates. The paper concludes with a discussion of other issues and factors that determine effective design solutions within the paradigm of increasing design spaces and diverse user populations.  相似文献   

13.
Abstract

In this study, we compared the effects of two experimental multiple-strategy approaches (content-area comprehension and vocabulary) to typical fourth-grade social studies instructional practices. An 18-week, cluster-randomized study was conducted to estimate effects measured by normative-referenced reading comprehension and vocabulary measures and researcher- and district-developed measures of social studies vocabulary and content. Forty-eight teachers and their respective 903 students from 15 schools were randomly assigned by school to one of three conditions: content vocabulary, content reading comprehension, or typical practice. Experimental teachers participated in 6 professional development sessions over 21 weeks. Structural equation modeling results indicated reliable differences favoring both experimental conditions over typical practice on the social studies content measure and substantively important effects on content and standardized vocabulary measures. Students in the vocabulary intervention also outperformed typical practice peers on the curriculum-based vocabulary assessment. Effects of the comprehension and vocabulary conditions were comparable except for the significant effect of vocabulary on the curriculum-based vocabulary measure. Effect sizes for teaching quality on the standardized comprehension measure ranged from d = .26 to .32; however, these effects were not statistically significant.  相似文献   

14.
This brief experimental study investigated the initial promise of an intervention designed to promote inference generation in adolescents with reading comprehension difficulties. The intervention, provided for nine sessions, included multisyllable word study, teacher explanation and modeling of inference generation and other comprehension processes, and having students practice by thinking aloud about text. Research questions addressed proximal effects on measures of the intermediate goals of the intervention and effects on reading comprehension. Participants were 48 ninth grade students with reading comprehension difficulties, randomly assigned to experimental or time‐on‐task control conditions. No significant group differences were detected; however, effect sizes in the moderate range indicated meaningful effects on some proximal measures, suggesting that further study of the approach is warranted.  相似文献   

15.
Abstract

Program effectiveness reviews in education seek to provide educators with scientifically valid and useful summaries of evidence on achievement effects of various interventions. Different reviewers have different policies on measures of content taught in the experimental group but not the control group, called here treatment-inherent measures. These are contrasted with treatment-independent measures of content emphasized equally in experimental and control groups. The What Works Clearinghouse (WWC) averages effect sizes from such measures with those from treatment-independent measures, while the Best Evidence Encyclopedia excludes treatment-inherent measures. This article contrasts effect sizes from treatment-inherent and treatment-independent measures in WWC reading and math reviews to explore the degree to which these measures produce different estimates. In all comparisons, treatment-inherent measures produce much larger positive effect sizes than treatment-independent measures. Based on these findings, it is suggested that program effectiveness reviews exclude treatment-inherent measures, or at least report them separately.  相似文献   

16.
Schools’ socioeconomic status (SES) has been claimed as an important influence on student performance and there are calls for a policy response. However, there is an extensive literature which for various reasons casts doubt on the veracity of school-SES effects. This paper investigates school-SES effects with population data from a longitudinal cohort of school students which includes achievement measures in Years 3, 5 and 7. Estimates for school-SES are unstable under differing model and measurement specifications. School-SES effects are trivial controlling for student- and school-level prior ability. Inconsistent with theoretical explanations, school-SES effects were stronger with weaker SES measures. Furthermore, school-SES effects differ somewhat by achievement domain. Also contrary to expectations, there were school-SES effects on Year 7 achievement in secondary school for the primary schools students attended in Year 5. In each of five domains of achievement, fixed effect models show a small negative effect for school-SES and a small positive effect for school-level prior ability. The large school-SES effects prominent in some research and policy literatures are statistical artefacts.  相似文献   

17.
This study investigated the additive and interactive effects of multiple risk, emotionality, and self-regulation in predicting children's adjustment problems and positive adjustment using a community sample (N = 101) of children in third through fifth grades. Multiple measures of emotionality and self-regulation were used, including observational measures and mother and child report on questionnaires. Results indicated that questionnaire measures of emotionality and self-regulation predicted children's positive and negative adjustment over and above the effects of multiple risk, as well as resilience and vulnerability. Negative emotionality predicted adjustment problems, positive emotionality predicted positive adjustment, and self-regulation predicted both. In addition, observational measures of self-regulation moderated the association between multiple risk and adjustment such that children low in self-regulation were more vulnerable to multiple risk. The results suggest that emotionality and self-regulation operate as additional risk and protective factors in multiple-risk models.  相似文献   

18.
随着旅游业的发展,旅游活动对环境产生了各种不良的影响.要保证旅游的可持续发展,必须充分认识到这些不良影响,并采取各种有效措施进行预防.  相似文献   

19.
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.  相似文献   

20.
Children's lead and pesticide exposures are used as examples to examine social disparities in exposure reduction efforts as well as environmental policies impacting children in poverty and minority children. The review also presents an estimate of the effect of social disparities in lead exposure on standardized test performance. Because including measures of pollutants with potential behavioral effects can alter the observed effects of race/ethnicity, income, and other variables, suggestions are made for including measures of pollutants in longitudinal studies and studies of multiple and cumulative risk. Continued basic research on developmental correlates and effects of pollution exposure, participatory action-research with at-risk and underrepresented populations, and contributions to public awareness and education are important leadership areas for developmental researchers.  相似文献   

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