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61.
62.
This study examined two screening instruments designed to measure phonemic awareness (Test of Auditory Analysis Skills‐TAAS and Yopp‐Singer Test of Phoneme Segmentation). Participants included 25 second‐semester kindergarten children who were administered both instruments. The dependent measure (the STAR Reading Test) was administered in February of their First‐Grade year. The investigation was designed to determine if these instruments are both evaluating the same skills and identify which was more effective in predicting success in reading near the end of First Grade. The children's scores from the Yopp‐Singer and the TAAS were correlated (r=0.56, p<0.01) and so were the scores between the TAAS and STAR (r=0.51, p<0.01). Comparison of scores between the Yopp and the STAR produced non‐significant results (r=0.31). Although the TAAS produced a higher correlation with reading achievement than the Yopp‐Singer, the difference between these two measures failed to reach significance (t=1.16). Implications of these findings, along with possible explanations of the results, are discussed. 相似文献
63.
Florina Erbeli Sara A. Hart Richard K. Wagner Jeanette Taylor 《Scientific Studies of Reading》2018,22(2):167-180
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2,737 twin pairs in 1st through 4th grade (Mage = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of nonshared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD. 相似文献
64.
Kenneth G. Jens Betty N. Gordon Anthony J. Shaddock 《International Journal of Disability, Development & Education》1990,37(3):201-213
CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay. 相似文献
65.
66.
Betty B. Sheffield 《Annals of dyslexia》1991,41(1):41-54
This paper discusses a philosophic basis for Orton-Gillingham teaching and attempts to demonstrate how certain of the features
of such multisensory teaching act to remediate language problems exhibited by many dyslexic students. The common basis of
the array of programs coming from both Orton and Gillingham is addressed. Some individual strengths and minor differences
between Orton and Gillingham variations are examined.
The author is grateful to Margaret Rawson who coined the phrase “Structured Flexibility” in her article, “The Structure of
English: The language to be learned,” in theBulletin of the Orton Society 20:103. 相似文献
67.
68.
Betty Jo Simmons Kelly Stalsworth Heather Wentzel 《Early Childhood Education Journal》1999,26(3):149-153
This article examines research on television violence and links violence to specific programs commonly watched by young children. Although there are some who try to disprove any connection between television and aggresive behavior, there is evidence to suggest that such linkages do exist. 相似文献
69.
Marianne S. Meyer Frank B. Wood Lesley A. Hart Rebecca H. Felton 《Annals of dyslexia》1998,48(1):89-114
The Rapid Automatized Naming Test (Denckla and Rudel 1974) was studied cross-sectionally in an sample of kindergartners (n=342) at-risk for reading disability (Study 1), and longitudinally in an n=160 epidemiological normal sample of children tested in first, third, fifth, and eighth grades (Study 2). Study 1 showed
faster absolute naming speeds for those with near perfect untimed alphabet recitation, but the stronger and more orderly relation
(at r=.31, p<.0001) was between three levels of alphabet recitation accuracy and the relative number/letter naming speed advantage (ratio
of mean number/letter naming speed minus mean color/object naming speed over mean color/object naming speed). In Study 2,
the number/letter advantage was already strongly present by first grade, and did not increase significantly thereafter, but
absolute naming times improved steadily across grades in an exponential decay function. In this sample, the relative number/letter
advantage was not related to reading level. However, the absolute color/object naming speed was strongly related to reading
level and vocabulary across grades. Norms for the Rapid Automatized Naming Test based on the epidemiological normal sample
tested in Grades 1, 3, 5, and 8 are presented in the appendix. 相似文献
70.
Designing for Differences: Cultural Issues in the Design of WWW-Based Course-Support Sites 总被引:1,自引:0,他引:1
Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(3):201-215
Culture is a critical influence on the acceptance, use of, and impact of learning resources. WWW-based course-support sites are becoming an increasingly familiar type of learning resource in higher education. How might different aspects of culture be predicted to affect the institution's, instructor's, and student's reactions to WWW-based course-support sites? How can such sites be designed to adapt to different expectations and learner preferences, especially those related to culture? This article analyses various of these cultural aspects, and argues that WWW-based course-support sites should be designed to be adaptable to different types of cultural differences through the application of a set of ten design guidelines. An example illustrating the design guidelines, the TeleTOP Method from the University of Twente, is described and evaluated relative to the design guidelines. Important considerations related to feasibility as well as to conceptual and strategic choices are included in the scope of the guidelines; the instructor's cultural ecology requires particular attention. But WWW sites and guidelines in themselves are not enough for cultural flexibility; sensitivity and appropriate responsiveness remain human activities. 相似文献