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1.
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. 相似文献
2.
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties 总被引：1，自引：0，他引：1
Susan M. Loftus Michael D. Coyne D. Betsy McCoach Richard Zipoli Paige C. Pullen 《Learning disabilities research & practice》2010,25(3):124-136
The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed. 相似文献
3.
Ya‐Ting Carolyn Yang Jeffrey Hugh Gamble Yu‐Wan Hung Tzu‐Yun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):723-747
Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes. 相似文献
4.
In this study, pretest and posttest achievement test data were collected for 67 children with learning disabilities assigned to one of four conditions: one period of resource room instruction per day; two periods of resource room instruction per day; consultative services combined with in-class instruction; and consultative services to classroom teachers. Analysis of pretest achievement measures indicated that students assigned to two periods of resource room per day differed significantly from the other groups and results from this group were analyzed separately. Students in the remaining three conditions made gains in standing relative to same-age peers from pretest to posttest. Students receiving a combination of consultation and direct services showed small, but significantly greater overall gains in achievement than did students placed in the resource room. 相似文献
5.
This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language arts instruction without the blended learning component. Results showed significantly greater pretest/posttest gains on a standardized reading assessment for the treatment students compared to the control students. The greatest discrepancy occurred in reading comprehension. A sub-analysis of low-performing English language learner students in the treatment group revealed the largest reading gains. At posttest, these students performed at the level of non-English language learner students in the control group. Results indicated a blended learning approach can be effective in enhancing the reading skills of low socioeconomic students. 相似文献
6.
Diane August Maria Carlo Cheryl Dressler Catherine Snow 《Learning disabilities research & practice》2005,20(1):50-57
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English‐only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second‐language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary. 相似文献
7.
Yvonne N. Bui Jean B. Schumaker Donald D. Deshler 《Learning disabilities research & practice》2006,21(4):244-260
The purpose of this study was to test the effects of a comprehensive writing program for students with and without learning disabilities (LD) in inclusive general education classrooms. The program incorporated research‐based components including instruction in a prewriting planning strategy, narrative text structure, writing strategies, and the process approach to writing. The study was conducted in five fifth‐grade inclusive classrooms with 113 students (including 14 students with LD). A quasi‐experimental comparison‐group design was utilized, whereby three intact experimental classes received the writing intervention, and two intact comparison classes received traditional writing instruction. Measures included several writing indicators as well as state writing competency test scores. Results indicated that the students with and without LD in the experimental group made significant gains from pretest to posttest on several writing measures. Although students in the comparison group made some gains, the gains were related to fewer measures than the measures associated with experimental‐group gains, and the effect sizes were smaller. 相似文献
8.
The purpose of this study was to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge in community-college anatomy and physiology students who participated in a 14-hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3-week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students. 相似文献
9.
This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding
of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants
was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987, Journal of Biological Education 21: 203--211). The test was administered as pretest and posttest to a total of 233 eighth-grade students in six intact classes
of the same school located in an urban area. The test of logical thinking was used to determine the reasoning ability of students.
The experimental group was a class of 116 students received discussion web and conceptual change text instruction. A class
of 117 students comprised the control group received a traditional instruction. After instruction, data were analyzed with
two-way analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual
change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in understanding
of photosynthesis and respiration in plant concepts. Analysis also revealed a significant difference between performance of
females and that of males in the favor of females, but the interaction of treatment with gender difference was not significant
for learning the concepts. 相似文献
10.
Lucia Mason Patrik Pluchino Maria Caterina Tornatora Nicola Ariasi 《Journal of Experimental Education》2013,81(3):356-384
This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading conditions: (a) text only; (b) text with a concrete illustration; and (c) text with an abstract illustration in a pretest, immediate, and delayed posttest design. Results showed that the text illustrated by either the concrete or the abstract picture led to better learning than did the text alone. Eye-fixation data revealed that the abstract illustration promoted more efficient processing of the text. Analyses of the gaze shifts between the 2 types of external representation indicated that the readers of the text with the abstract illustration made a greater effort to integrate verbal and pictorial information. Furthermore, relations between online and offline measures emerged. 相似文献
11.
为了检测词汇自主学习策略培训对词汇水平的影响,以及词汇自主学习策略培训对于不同语言水平的学生是否有不同的效果,试验以158名大一新生为研究对象.试验组接受了为期14周的自主学习策略培训,而对照组不接受培训.所有参加试验的学生都参加了两次词汇水平测试,分别作为前测试和后测试.测试的结果用独立样本T检验和多因素方差检测来分析.分析结果表明自主学习策略的培训对于提高不同语言水平学生的词汇水平同样有效. 相似文献
12.
This study’s aim is the creation of a web-based multimedia course for Physical Education (PE) students’ familiarization with the teaching of basketball, and the evaluation of its use as a complementary tool to conventional instruction, in terms of learning effectiveness and student acceptance. The course includes multimedia learning material as well as interactive learning activities and quizzes on the cognitive components of basic basketball skills and on other basketball-related topics (history of the sport, referee’s signals, training aids, basketball court). The study involved 88 undergraduate students during one semester. They were randomly assigned to two groups: a group that used the web-based multimedia course and also attended a conventional face-to-face course on the teaching of basketball (N?=?45), and another group that only attended the conventional face-to-face course (N?=?43). A pretest/posttest research design was followed. For both groups basketball knowledge was measured at the beginning and at the end of the semester through written questionnaires. The responses of the students of the first group towards the web-based course were also assessed, at the end of the semester, through a written feedback questionnaire. Within both groups, significant increases in students’ basketball knowledge were found. However, the web-based multimedia course in combination with conventional face-to-face instruction was significantly more effective than conventional face-to-face instruction alone in increasing students’ cognitive learning regarding the sport of basketball, at the same time being well-accepted by the students. These findings support the effectiveness of blended learning for PE at higher education level as well as the acceptance of this mode of learning by PE students. 相似文献
13.
The present study investigated the effects of motivational instructions on interest, test anxiety, and text learning. Instructions to facilitate intrinsic and extrinsic motivation were compared with a “neutral” instruction. The sample consisted of 375 ninth-graders. Text-related interest and test anxiety were assessed before and after the experimental instruction as well as after the text has been read. An inference verification test was administered to assess students' situational text representation. The results showed the expected effects of type of instruction on interest and test anxiety when measured directly after the treatment. With respect to the situational text representation, no significant main effects were obtained. Instead, the experimental instructions interacted significantly with gender and pretest interest. The hypothesized effects of type of instruction on the situational text representation were only observed for girls and for students with high pretest interest. 相似文献
14.
《Journal of research on educational effectiveness》2013,6(2):93-120
Abstract The purpose of this study was to investigate the efficacy of an 18-week program of direct and extended vocabulary instruction with kindergarten students on both proximal measures of target word knowledge and transfer measures of generalized language and literacy. A second purpose was to examine whether treatment effects would be moderated by initial receptive vocabulary knowledge measured at pretest. In a quasi-experimental design, 80 kindergarten students from schools serving large at-risk populations were taught the meanings of 54 vocabulary words within interactive story read alouds over 36 half-hour instructional lessons (2 lessons per week over 18 weeks). An additional 44 students served as a no-treatment control. Findings indicated that students who received vocabulary instruction outperformed controls on a measure of target word knowledge as well as measures of generalized receptive vocabulary and listening comprehension. In addition, initial receptive vocabulary was strongly related to posttest performance on all measures. Implications are discussed in relation to supporting vocabulary development in the early grades within a multitier framework of instruction and intervention. 相似文献
15.
Arnel F. Gutierrez 《CBE life sciences education》2014,13(1):76-82
The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group''s instruction was supplemented with the card game, while the control group''s instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory. 相似文献
16.
本研究对比了任务前和任务后形式聚焦对英语学习者学习被动语态的教学效果。127名初中生被分为任务前、任务后形式聚焦组和控制组。在任务前组,教师先引导学生聚焦被动语态的规则和使用,然后完成相关的交际活动任务。在任务后组,学生先进行与被动语态相关的交际活动任务,然后再聚焦被动语态的语法规则。控制组只完成测试。错误改正题和图片描述题的结果表明,任务前和任务后聚焦形式都能显著促进学生对被动语态的掌握,总体上任务前聚焦形式的效果更好。 相似文献
17.
Richard J. Shavelson 《科学教学研究杂志》1973,10(2):101-111
Forty high school students participated in a study to investigate learning and remembering from physics instruction. At pretest, students received aptitude tests, an alternate form of achievement test (counterbalanced) and a word association (WA) test. Then the 40 students were divided into instruction (N = 28) and control (N = 12) groups. The control group received all subsequent tests but no instruction. The instruction group received physics instruction over five 2-hour sessions. At the end of each session, the WA test was administered; the alternate form of the achievement test was administered at the end of the last session. The instruction and control groups did not differ significantly in achievement at pretest. The instruction group showed a significant gain from pre- to posttest; no such gain was found for the control group. The instruction and control groups did not differ on the number of responses generated on the WA test at pretesting. The number of responses given by students in the instruction group increased significantly from test 1 (pretest) to test 6 (posttest). For the control group, the number of responses increased initially and then leveled out well below the instruction group data. When WA test responses were tallied for “constrained” responses (i.e., tallying only those concepts found in equations defining the stimulus word), the number of constrained responses increased consistently for the instruction group. For the control group, constrained responses showed an initial increase and then leveled out well below instruction group data. Finally, the aptitude, achievement, and WA data were intercorrelated. This analysis suggests that for students who perform well in solving problems at the end of instruction, the physics concepts became meaningful soon after they were introduced. Subsequently, these students were able to consolidate, in memory, the meaning of the concepts and the interrelations among these concepts in the form of equations. Students not able to solve problems at the end of instruction seemed to be completing the process of acquiring the meaning of the concepts. 相似文献
18.
College students (Experiment 1) and non-college adults (Experiment 2) studied a computer-based 31-frame lesson on electronics that offered help-screens containing text (text group) or illustrations (pictorial group), and then took a learning test. Participants also took a battery of 14 cognitive measures related to the verbalizer-visualizer dimension including tests of cognitive style, learning preference, spatial ability, and general achievement. In Experiment 3, college students received either both kinds of help-screens or none. Verbalizers and visualizers did not differ on the learning test, and almost all of the verbalizer-visualizer measures failed to produce significant attribute x treatment interactions (ATIs). There was not strong support for the hypothesis that verbal learners and visual learners should be given different kinds of multimedia instruction. 相似文献
19.
马旭 《中国科教创新导刊》2011,(8):61-62
本研究旨在探讨背诵对提高医学生英语水平的作用。两个平行班（试验班和对照班）接受同一教师相同的授课内容和课时数量,但是试验班增加了16周的背诵练习和背诵考试,试验后的英语水平测试结果（t test）表明背诵对于提高医学生在听力、词汇和写作方面的成绩有积极的作用。 相似文献
20.
To test the effects of pictorial presentation and a pictorial review task on science learning, all-verbal or verbal-pictorial presentation conditions were followed by either pictorial practice or a control task. The 96 undergraduate participants were randomly assigned to one of the four conditions presented on a computer-assisted instruction terminal. The groups differed significantly on a pictorial recognition test but not on a verbal posttest. The results favored the pictorial presentation with review condition. Experiment Two tested the effectiveness of the pictorial review task compared to a read-twice control. The same all-verbal presentation condition was given to 50 undergraduates who were then randomly assigned to the pictorial review task or to the re-read condition. The pictorial review condition facilitated performance on the pictorial posttest relative to the re-read condition and produced more favorable attitudes as well. 相似文献