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1.
Abstract

Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping.  相似文献   

2.
Abstract

This study was designed to assess whether knowing the meaning of a word facilitates one’s ability to spell it. A total of 180 fourth, sixth, and eighth graders took four spelling tests and four multiple-choice vocabulary tests on a list of 100 words. Results of analysis showed that when the effects of word frequency, word length, and phoneme-grapheme regularity were partialed out, there was still a significant relationship between ability to spell words and understanding of their meanings. Implications for the teaching of spelling and vocabulary are discussed.  相似文献   

3.
ABSTRACT

We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems.  相似文献   

4.
Abstract

This study was designed to ascertain the prevalence of written output deficits in young gifted children, to delineate the relationship between written output performance and reading performance, and to identify possible mechanisms for specific written output deficits in such children. Data from a sample of children scoring >120 on at least one IQ or achievement subscale indicated: (1) that there was a significant incidence of discrepancies between written spelling scores and reading (decoding) scores, as compared to the population; (2) that performance on spelling tasks was more subject to a maturational timetable than decoding was; (3) that performance on spelling tasks is less amenable than performance on decoding tasks to compensatory enhancement by higher level processing, and involves a sequential processing module that is shared with calculation but not with decoding; and (4) that strengths in visual‐spatial tasks may interact with relative weaknesses in both decoding and calculation tasks to predict even poorer performance on written spelling tasks.  相似文献   

5.
Abstract

Effects of reward pedagogy (competitive, cooperative, individualistic, cooperative-competitive, and cooperative-individualistic) on spelling scores and prosocial behavior in Singapore students were examined alongside its interplay with ability level. A total of 1005 Primary 3 and 4 students were randomly assigned to one of the five reward pedagogies, with students rewarded based on their spelling scores. An ABABA design (A?=?implementation; B?=?withdrawal) was used for each reward pedagogy. Results revealed an interaction between reward pedagogy and ability level on both spelling scores and prosocial behavior, such that different pedagogies were more effective for different ability levels. One promising way forward, however, draws from the finding that cooperative-competitive reward pedagogy was effective for both outcomes across all ability groups.  相似文献   

6.

Word Class is a method of modifying a spelling curriculum to meet the academic needs of gifted learners. This strategy combines a self‐selected approach to spelling instruction with thinking skills. Word Class enables gifted learners to make choices about their learning and engage in creative, high level thinking. It also teaches thinking skills and provides gifted learners with more authentic thinking and writing experiences.  相似文献   

7.
Abstract

Studies of high-school dropouts suggest that many of those who drop out of school have the requisite ability to do passing or even superior work. A conceptual framework is presented which attempts to explain why these capable students leave school.

The basic premise is that a capable dropout is a response to status deprivation experienced primarily by lower-class youth in the informal network of peer relations and in the academic system of the school. The socialization in middle-class families prepares youth to compete successfully in school, while in lower-class families children are not trained to conform to the academic and informal requirements of the school.  相似文献   

8.
Field News     
Abstract

The effects of increased environmental stimulation on the performance of hyperactive children appear to depend on the locus of that stimulation. Laboratory research has suggested that increased distal and peripheral stimulation reduce activity and may improve performance; the effects of increased within-task stimulation have not been conclusive. The present study sought to test the effects of within-task stimulation on activity and on performance of an academic spelling task in a classroom setting. Hyperactive and normal children learned a set of spelling words with or without added color, movement, and increased size in a repeated measures design. The results support the view that (a) hyperactive children have more difficulty than normals separating the relevant aspects of a task from additional within-task stimulation and so show a slower adjustment to high levels of within-task stimulation (i.e., make more errors initially), and (b) high levels of activity during learning predict later performance deficits for both hyperactive and normal children. The increased activity during learning acquisition brought about by added within-task stimulation can be interpreted as incipient support for Keogh’s hypothesis that motor activity may disrupt information acquisition in hyperactive children (23).  相似文献   

9.
ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.  相似文献   

10.
ABSTRACT

Previous studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition. Causal mechanisms behind this relationship are unclear: Although orthographic sensitivity to letter bigrams may emerge through SL and facilitate reading, there is no empirical support for this link. We test 84 adults on two SL tasks, reading tests, and a bigram sensitivity task. We test for correlations using Bayes factors. This serves to test the prediction that SL and reading ability are correlated and to explore sensitivity to bigram legality as a potential mediator. We find no correlations between SL tasks and reading ability, SL and bigram sensitivity, or between the SL tasks. We conclude that correlating SL with reading ability may not yield replicable results, partly due to low correlations between SL tasks.  相似文献   

11.
Abstract

Up to 30 per cent of gifted students display a learning disability, with 10 per cent reading at two or more years below their grade level. They are referred to as being ‐gifted learning disabled’ or as having the dual exceptionalities of giftedness and learning disabilities. For these students, their learning disability is more likely to be recognised and targeted in teaching than their gifted ability.

The present study reviews their learning characteristics and explains these in terms of an information processing model of learning. Nine characteristics are addressed: their superior general intellectual ability in at least some domains of knowledge, a global wholistic preference in thinking, a negative academic self‐concept, low resilience in learning, patterns in motivation to learn orientation, their use of metacognifion, their ability to show what they know, their uneven rates of development, their high standards and goals, and the quality of their interpersonal interactions.

The paper uses these characteristics to recommend a set of procedures for identifying these students. It examines the influence that a learning disability can have on the display of gifted knowledge and describes how dynamic assessment procedures can be used to obtain a more accurate diagnosis. It describes the two main types of general ability profiles that emerge. Procedures for assessing creativity and divergent thinking, a learning disability, aptitude in particular areas, an intrinsic motivation to learn, self‐concept, metacognition and self management of learning are discussed.

To his teachers, Adam was a conundrum. He was a very quick thinker, but not in the ways that would help him excel academically. He had excellent knowledge of a range of subjects but this didn't seem to help him achieve academic success. His answers to questions were unexpected, although, when analysed, creative. On excursions he could be relied on to see ways around obstacles that arose; his teachers valued his ‘native intelligence’ on these occasions. It was less valued in classroom contexts in which they were developing a topic with a group and Adam would interject with ideas and questions that were either ‘marginally relevant’ or ‘further down the track’. They wished he would put his energy more into improving his spelling and writing ability, that were extremely low, and bis recall of the times tables.

Ann, an eight year old, was also perplexing to her teachers. In class she was ‘off task’ and daydreamed a lot. She did not finish most tasks, frequently lost her place and made many careless errors. Her distractability meant that she was frequently disruptive. As a consequence, her level of academic achievement was low. Her teacher interpreted her inattention and impulsivity as a lack of interest in learning and her preference to avoid tasks. As well, however, her teacher noticed her comparatively high level reading ability and her advanced oral language capacity and had difficulty reconciling the two sets of observations.  相似文献   

12.
Abstract

A subset of the corpus of gifted students who have learning difficulties are those who have specific literacy disabilities; gifted literacy disabled (GLitD) students. Estimates suggest that approximately 10 per cent gifted read at a level of two or more years below their expected grade level. Surprisingly then, these students have attracted comparatively little past research interest.

The present investigation examined the reading characteristics of a group of 37 primary level GLitD students aged between 78 and 121 months. These students displayed a discrepancy in literacy perfor‐mance of at least 1 standard deviation below the mean for their chronological age in at least one of reading prose accuracy, prose reading com‐prehension or isolated word reading accuracy. As well, their spelling and phonemic awareness (segmentation and blending) were assessed. Scores on the cognitive factors of the W1SC‐III identified two groups: a group of 20 students with superior performance (at least 130 points) on both Verbal Comprehension and Perceptual Organisation (the ‘superior VC + PO’ group) and a group of 17 students with superior performance only on Perceptual Organisation (the ‘superior PO’ group).

The two groups differed in the literacy patterns displayed. The superior PO group showed the greater level of difficulty, with all measures of literacy at least one standard deviation below their expected score. The superior VC + PO group showed lower performance on isolated word reading and spelling. They did not differ in phonemic awareness.

The literacy disability displayed by both groups is attributed to a specific preference for the use of global rather than analytic information processing strategies. This in turn influences phonemic awareness knowledge and consequently orthographic knowledge. The superior VC + PO group are more able to compensate for this cognitive disability.

The implications of this study for the diagnosis and instruction of GLitD students are discussed.  相似文献   

13.
This investigation explores Latin study as a possible route to superior spelling proficiency. The spelling ability of two groups of academically able eleventh graders — students of Latin and students of other second languages — is compared. It was found that the Latin students were superior in general spelling ability and were particularly proficient at spelling words of Latin origin. In addition, analysis of the spelling of derivatives for which knowledge of Latin could either facilitate or mislead the speller shows that Latin students were differentially affected by the two types of derivatives. In contrast, students of other second languages, lacking the knowledge of Latinate derivatives, simply made more errors on both types of words. Thus, it appears that Latin study does have an effect on spelling performance. Whether it can fully account for the superior spelling proficiency of the Latin students, however, remains a question to be answered by a prospective longitudinal investigation. Implications for instruction drawn from the present study are discussed.  相似文献   

14.
Abstract

This study Investigated the relationships between acceptance of self, academic self-concept and two procedures used to group seventh-grade students for Instruction. The two facets of the self-concept were indexed for 323 heterogeneously grouped students and 244 homogeneously grouped students. Chi-square tests were applied to study the data by total groups, sex and achievement levels. Regardless of grouping procedures used, high achievers reported significantly more positive academic self-concepts (.01), while these concepts for low achievers were significantly less positive (.01). No other significant differences were found. It was concluded that grouping procedures do not significantly effect either facet of the self-concept, but success In school significantly influences the academic self-concept regardless of the grouping procedure used.  相似文献   

15.
Abstract

Motivation differences of gender, science class type (biological vs. physical), and ability level of 242 high school students were investigated. High achievers and physical science students had higher scores than did low achievers and biological science students on academic goals, valuing science, and perceived ability. Boys had higher scores than did girls on perceived ability and stereotyped views of science. For only a subset of variables, these main effects were moderated by class type using achievement-level interaction. The class type main effect was moderated by gender in only one instance. Gender did not interact with achievement level for any variable. Instructional implications are discussed.  相似文献   

16.
Abstract

In the context of a national inquiry into the teaching of literacy in Australia, an investigation of beliefs about early reading and spelling instruction and knowledge of metalinguistics of primary pre‐service teachers in Western Australia was undertaken. We also sought to discover how confident this group felt about teaching reading and spelling and how their teacher training could better prepare them for these complex and challenging tasks. Results indicated that pre‐service teachers in this particular sample were strongly in favour of code‐based instruction and believed that it was important to know how to assess and teach phonological awareness and phonics. Despite these beliefs, it was found that knowledge of spoken and written language structure and linguistics terminology was not well developed and only 7 per cent of participants stated that they felt well prepared to teach reading and spelling. These findings highlight a disparity between what educators know and believe and what convergent research purports as effective early reading and spelling instruction.  相似文献   

17.
Abstract

This study investigated the differences between the means and the standard deviations in mental ability and academic achievement of two groups of high school students who were differentiated on their indicated aspirations for higher education. The subjects were 636 randomly selected 1961 graduates from nine public, comprehensive high schools in Portland, Oregon.

The hypothesis and sub-hypotheses were stated in the null form. Tests of significance at the .01 level of confidence were determined by utilizing the t tests.

The findings indicated that there were high significant differences between the means of the two groups for all characteristics except the GPA's, and no significant differences between the variability of the scores except in the Stanford Reading Scores.  相似文献   

18.
Abstract

The aim of this study was to examine the relationships between verbal short‐term memory, phonemic awareness, and reading ability, in children with a specific reading difficulty. The results confirmed the frequently reported finding that most, if not all children with a specific reading difficulty have poor phonological awareness. In addition, poor phonological awareness in the reading‐difficulty group was associated with significantly poorer nonword reading ability, and with poorer phonological memory. When the reading‐difficulty group was further subdivided with respect to Digit Span performance there was no difference in nonword reading with respect to this overall verbal short‐term memory measure. However, poor short‐term memory, regardless of phonological awareness level, was significantly associated with a lower WISC III Verbal IQ, in particular, significantly poorer performance on the WISC III Vocabulary, Comprehension and Similarities subtests, as well as with significantly poorer reading comprehension. In addition, poor short‐term memory regardless of phonological awareness ability was associated with poorer spelling and arithmetic performance.  相似文献   

19.
Abstract

A criticism of acceleration Is that it often results In lower grades In subject fields In which preliminary courses were skipped than could normally be expected of students talented In those fields. This study, composed of 108 pairs of students, compared the grades received In advanced courses by students who skipped the preliminary courses with the grades received In the same advanced courses by equally talented regular-progress students. It was found that the difference between the grades received by the two groups of students was not statistically significant. Therefore, It seems clear that acceleration did not result in lower-than-expected academic performance In advanced courses for the students included In the study.  相似文献   

20.
ABSTRACT

Spelling errors are typically thought of as an effect of a word’s weak orthographic representation in an individual mind. What if existence of spelling errors is a partial cause of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency (e.g., innocent and inocent occur in 69% and 31% of occurrences of the word, respectively). Conventional spellings were presented for recognition either in context (Experiment 1, eye-tracking sentence reading) or in isolation (Experiment 2, lexical decision). Words elicited longer fixation durations and lexical decision latencies if there was more uncertainty (higher entropy) regarding which spelling is a preferred one. The inhibitory effect of frequency was not modulated by spelling or other reading skill. This finding is in line with theories of learning that predict spelling errors to weaken associations between conventional spellings and the word’s meaning.  相似文献   

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