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1.
Jeanne S. Chall 《Annals of dyslexia》1979,29(1):6-16
Conclusion I have presented some of the problems on which the Orton Society has labored during the past three decades and some of the
issues needing battle in the next three.
Much has happened in the past 30 years. Many of the dreams of Orton and of the Society have been realized. But I do not think
anyone will wish to rest for long, for the victories have brought new problems. And so, to borrow a few words from Dr. Samuel
Torrey Orton: if we continue to be “sufficiently keen” and prove ourselves “clever enough,” it would seem that the labors
of our next 30 years may be as fruitful, and even more so, than those of our first thirty. 相似文献
2.
Mary Lee Enfield 《Annals of dyslexia》1971,21(1):95-110
V. Summary Once we clear out the undergrowth so that the Jungle of Confusion becomes a Forest of Learning, the child with a unique learning
style or specific language disability can be invited into it to succeed, to learn and to “become”. There are many ways this
child can go through the forest—we can find a guide to take him through, and he will be likely to see only what the guide
shows him; or we can allow him to go through alone and risk the chance of losing him; or we can put him in a plane and fly
him over so he can see from a distance but never get involved; or we can put him in a car and drive him around the perimeter;
or we can set him on a path which will limit his exposure to learning; OR we can teach him to use a compass so he can work
his way through with an independent sense of direction and security. If we honestly accept responsibility for our role in
the lives of these children, wemust clean up our forest; and, we must teach children how to use a compass (basic skills). As leading explorers of knowledge,
rather than merely critics of the negative or headmasters in the function of memory, or prophets of doom, we should give these
children basic tools to allow them to learn and successfully develop a capacity for independent living.
As Mrs. de Hirsch stated last evening, “children need living models who are intelligent—who have integrity and character”.
Yes, they need models to lead them—models who believe in them, who will equip them and then let them honestly“become”. Our challenge is clear—wemust go from materials-centered teaching vagueness to child-centered teaching excellence if this Jungle of Confusion is to become
a Forest of Learning.
From a paper presented at the Twenty-first Annual Conference of the Orton Society, Washington, D. C., Nov. 14, 1970. 相似文献
3.
In an earlier paper (Miles and Wheeler 1975) it was reported that dyslexic subjects, aged over 13, were less able than suitably
matched non-dyslexic subjects to respond correctly to arrays of tachistoscopically presented digits. A further experiment
is now reported involving a younger age-group: 15 dyslexic subjects, average age twelve and one-half, were matched for spelling
age with 15 non-dyslexic subjects, average age eight and one-half; and since the dyslexic subjects were appreciably less successful
it is argued that “maturational lag” does not, on its own, fully account for the difference in performance between the two
groups. A similar procedure was repeated with 41 dyslexic and 41 non-dyslexic subjects, all aged between 10.4 and 14.4, both
with and without the introduction of a visual masking stimulus immediately after the test stimulus. Twenty undergraduate “fast-readers,”
20 undergraduate “slow-readers,” and four undergraduate dyslexic subjects were also compared both on their responses to tachistoscopically
presented digits and on their performance in a visual search task. The results, taken in conjunction, suggest that dyslexia
can be regarded as some kind of limitation in the ability to process information, perhaps affecting in particular the “visual
code store” postulated by Posner et al. (1969).
This paper was prepared for deliveryin absentia at the 27th Annual Conference of The Orton Society, in New York City, November 1976. 相似文献
4.
Xiaoli Du 《Frontiers of Education in China》2007,2(2):273-285
With the content analysis method, this paper uses statistic evidence and analysis of the discourses in Harvard Educational Review (HER) from 1931 to 2000 to discuss the transformation of educational research, which has turned from “teaching object” to
“teaching subject”. What is more, education research is not only aimed at pursuing the efficiency of teaching, but also showing
more concern for the individuals in the process of teaching.
Translated from Jiaoyu Fazhan Yanjiu 教育发展研究 (Exploring Education Development), 2005, (12): 53–56 相似文献
5.
Richard L. Sparks Leonore Ganschow Silvia Kenneweg Karen Miller 《Annals of dyslexia》1991,41(1):96-118
Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and
written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve
understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled
and other “at risk” students who struggle in the second language classroom exhibit particular difficulty with the phonological
and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres
to the direct and explicit teaching of phonology, is presented as an alternative to the “natural” communication approaches
recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching
Spanish is described. 相似文献
6.
Patrick Groff 《Annals of dyslexia》1991,41(1):81-95
This article reports the findings of a study of the opinions of first- and first/second-grade teachers of certain comments
made about the whole language approach to reading instruction by leading advocates of this procedure. The investigation revealed
that these teachers rejected as “false” more of these comments about the whole language approach than they accepted as “true.”
The findings of this study, apparently the first of their kind that have been reported, suggest that less progress has been
made in persuading teachers that the whole language approach to reading instruction is the preferred teaching procedure than
some leaders of the whole language movement previously have claimed. 相似文献
7.
Alejandro J. Gallard Mart��nez 《Cultural Studies of Science Education》2011,6(3):719-723
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous
knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching
as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s:
Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey
Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The
first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the
tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local
belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always
adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa
to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes
an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation
is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and
cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the
habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit
related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening
carefully” (radical listening) to students and valuing their language, culture, and learning as a model for
“science for all”. 相似文献
8.
Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
9.
Angela Calabrese-Barton 《Research in Science Education》1998,28(1):133-151
I have been drawn to the construct of “invention” and “inventive acts” because in my research involving how homeless children
construct science and the self-in-science, an overwhelming theme has been the multiple ways in which self-identity in science
has been described by the children through a language of invention. Using post-modern feminism and science and technologies
studies, I examine the multiple uses and definitions of “invention” in science in order to develop a theory of invention and
inventive acts around the themes: invention as a social act, invention as a recursive and socially linked process, and embodied
agency. I use this framework to examine the construct of “invention” in two different case studies involving the science education
of urban homeless children. Finally, I link this discussion of invention and inventive acts with current international reform
initiatives revolving around constructivist science teaching and learning. 相似文献
10.
Durk Gorter Jasone Cenoz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,10(1):651-666
Over the last three decades, regional minority languages in Europe have regained increased recognition and support. Their
revitalisation is partly due to their being taught in schools. Multilingualism has special characteristics for speakers of
minority languages and it poses unique challenges for learning minority languages. This article looks at the cases of Basque
and Frisian, comparing and contrasting their similarities and differences. The educational system in the Basque Autonomous
Community underwent an important transformation, starting in 1979 from a situation where less than 5 per cent of all teachers
were capable of teaching through Basque. Today this figure has changed to more than 80 per cent. An innovative approach was
chosen for teaching the minority language, Basque, alongside the dominant language, Spanish, and the international language,
English. The outcome is a substantial increase in the proficiency in the minority language among the younger age groups. The
decline of the minority language has thus been successfully reversed and one of the major challenges now is to uphold a sustainable
educational system. By contrast, the Frisian language has fared less well in the Netherlands, where developments over the
last 30 years have been much slower and the results more modest. Here policy-making for education and for language is caught
in a continuous debate between a weak provincial level and a powerful central state level. Overall, multilingualism as a resource
for individuals is valued for “bigger” languages such as English, French and German, but not for a “small” language such as
Frisian. Nevertheless, a few trilingual experiments have been carried out in some schools in Friesland in teaching Frisian,
Dutch and English. These experiments may also be instructive for other cases of minority languages of a “moderate strength”.
In the cases of both Basque and Frisian multilingualism is generally perceived as an important resource. 相似文献
11.
Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher
learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty
members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech”
govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a
time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge,
skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive
to the present-day educational structure. 相似文献
12.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
| Joby GardnerEmail: |
13.
14.
The Touchstones series of poetry anthologies was first published in the UK between 1968 and 1972 in five volumes. Over a million copies and
three revisions later, Touchstones Now 11–14 appeared in the summer of 2008. Few, if any, books for the classroom can claim such longevity. In this article, the compilers
of the anthologies, Michael and Peter Benton, look back over the 40 years of the series’ life. They reflect upon the principles
which have guided their choices; and the social and political pressures, often exerted by governments, which they have confronted
in their attempt to help school students become enthusiastic, committed and discriminating readers of poetry.
Bionote: Michael and Peter Benton taught in various secondary schools in the UK for 10 years before becoming University Lecturers
in Education. Separately, they have published many articles and academic books on the teaching of English and, together, they
have collaborated on a variety of anthologies for the classroom in addition to the “Touchstones” series, notably their books
on poetry and painting, “Double Vision”, “Painting with Words” and “Picture Poems”. Michael Benton is Emeritus Professor of
Education, University of Southampton; Peter Benton is Emeritus Fellow, St Cross College, & formerly Lecturer in Education,
Department of Educational Studies, University of Oxford. 相似文献
15.
Just as success in decoding complex spelling patterns requires strategy and structure, so does the “decoding” of complex expository
writing. We discuss the specific sources of difficulty in technical writing and distinguish between content structure and
text structure. Next come presentations of the basic building blocks for expository writing and techniques of text design.
Patterns from American science and social studies texts are described and contrasted with Japanese materials. We finish with
suggestions for promoting the comprehension of expository materials.
This article is taken from an address delivered on November 5, 1987 by the first author to the 38th Annual Conference of the
Orton Dyslexia Society in San Francisco. The use of first person captures certain facets of the presentation, but the paper
is mostly a “we” piece. Portions of this work were supported by U.S. Department of Education, Federal program number 84.122B,
Secretary’s Discretionary Program, and the Carnegie Corporation of New York. 相似文献
16.
Che Kan Leong 《Annals of dyslexia》1991,41(1):23-40
There are three parts to this paper. First, I review briefly the signposts from research, theory, and application in developmental
dyslexia in the 1960s and the 1970s that have led us from there to here, and show the pitfalls to avoid. Second, I discuss
some of the pertinent issues of the 1980s: the role of intelligence in the diagnosis of children with specific reading disabilities,
the distribution of reading difficulties and disabilities, and the important place of verbal efficiency. Third, I project
to the 1990s to emphasize the challenge of the computer technology as mediated learning and the challenge of “bounded rationality”
and “collective rationality” in education. Throughout this survey, the paramount role of knowledgeable and caring teachers
is implicit.
Portions of this paper were given at the British Dyslexia Association Conference on Dyslexia in Bath in 1989 and The Orton
Dyslexia Society Annual Conference in Washington, D.C. in 1990. The writing of the paper was assisted in part by research
grant No. 410-89-0128 from the Social Sciences and Humanities Research Council of Canada 相似文献
17.
Nanci Bell 《Annals of dyslexia》1991,41(1):246-260
Gestalt imagery—the ability to create imaged wholes—is a critical factor in oral and written language comprehension. Despite
good decoding, good vocabulary, and adequate background experiences, many individuals experience weak gestalt imagery, thus
processing “parts” rather than “wholes,” from verbal stimuli, spoken or written. This contributes to a Language Comprehension
Disorder that may be accompanied by a commonality of symptoms: weak reading comprehension, weak oral language comprehension,
weak oral language expression, weak written language expression, difficulty following directions, and a weak sense of humor.
Sequential stimulation using an inquiry technique develops gestalt imagery and results in significant improvement in reading
comprehension. 相似文献
18.
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. 相似文献
19.
Barbara Spector Ruth S. Burkett Cyndy Leard 《Journal of Science Teacher Education》2007,18(2):185-208
This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice
elementary teachers in which an experiential learning strategy, labeled “using yourself as a learning laboratory,” was implemented.
Emergent grounded theory indicated this strategy, when embedded in a course organized as an inquiry with specified action
foci, contributed to mitigating participants’ resistance to learning and teaching through inquiry. Enroute to embracing inquiry,
learners experienced stages resembling the stages of grief one experiences after a major loss. Data sources included participant
observation, electronic artifacts in WebCT, and interviews. Findings are reported in 3 major sections: “Action Foci Common
to Both Courses,” “Participants’ Growth and Change,” and “Challenges and Tradeoffs.” 相似文献
20.
Knowledge of derivational suffix meanings was investigated in 10- to 12-year-old students with language learning disabilities
and individually matched chronological- and language-age peers. Students produced derived forms from nonce bases in an elicitation
task and selected derived forms in a forced choice task. For instance, students produced a word to label the baby of an invented
animal called a TEM (TEMlet, TEMette, TEMkin, etc.) and chose an appropriate label from four options (TEMlet, TEMkin, TEMship,
TEMhood). Twenty-eight suffixes (e.g., less, y, ize) conveying seven derivational meanings (e.g., “without X,” “approximately
X,” “to make X”) were studied. All groups showed higher accuracy on the forced choice task than on the elicitation task. However,
elicitation task accuracy of students with language learning disabilities fell substantially below that of typically achieving
students. Suffixes for “agent X,” “character of X,” and “to make X” were produced in the elicitation task with higher accuracy
than suffixes for “approximately X,” “diminutive X,” and “state of X.” In both tasks, suffix use was associated with productivity
(i.e., regularity of suffix attachment). All groups chose highly productive suffixes (e.g., TEMlet) over less productive suffixes
(e.g., TEMkin) to convey each meaning. 相似文献