Psychometric stability of nationally normed and experimental decoding and related measures in children with reading disability     

Cirino PT  Rashid FL  Sevcik RA  Lovett MW  Frijters JC  Wolf M  Morris RD 《Journal of learning disabilities》2002,35(6):525-538

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   

Art appreciation for the young     

Aline D. Wolf 《Early Childhood Education Journal》1986,14(1):18-19

Is art appreciation included in your curriculum? Are the youngsters in your class exposed to Renoir, Degas, and Monet? Children are never too young to be introduced to culture and the arts, and once that appreciation is acquired it is a gift of knowledge that will last a lifetime.  相似文献   

Eye movements and TV viewing in children     

Egon Guba  Willavene Wolf  Sybil de Groot  Manfred Knemeyer  Ralph Van Atta  Larry Light 《Educational technology research and development : ETR & D》1964,12(4):386-401

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The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia     

Maryanne Wolf  Alyssa Goldberg O'Rourke  Calvin Gidney  Maureen Lovett  Paul Cirino  Robin Morris 《Reading and writing》2002,15(1-2):43-72

An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed.  相似文献   

Expanding the Understanding of the Categories of Dysconscious Racism     

Bill Anderson  Ashley Narum  Jennifer Lynn Wolf 《The Educational forum》2019,83(1):4-12

Dysconscious racism is generally defined as the unquestioned acceptance of culturally dominant norms and privileges, with three categories used to describe college students’ reasoning for enduring racial inequity. These range from the historical determinism of slavery to racially exploitive standards inherent in American society. However, few studies have fully utilized these categories. This article has sought to encourage a renewed interest into the student categories by considering them as more of a progressive, developmental continuum.  相似文献   

Individualized educational planning for the gifted     

Joan Wolf  Thomas Stephens 《Roeper Review》2013,35(2):11-12

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Aligned Rank Tests for Randomized Block Experiments     

Mark L. Berenson  Edward H. Wolf 《Research quarterly for exercise and sport》2013,84(3):623-627

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WEAVING OUR LIFE STORIES TOGETHER THROUGH GRAMMAR     

Carolyn Wolf Spanier 《Religious education (Chicago, Ill.)》2013,108(3):464-477

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Effects of Posture and Muscular Exercise on the Electrocardiogram     

J. Grove Wolf 《Research quarterly for exercise and sport》2013,84(4):475-490

Abstract

The present study was designed to assess the influence of athletics on educational attainment. It tested Spady's (1970) contention that high school athletes were deficit in the academic skills necessary for later success in college because athletics were their only form of extracurricular involvement. A 1975 Maryland sample (N = 239) and a 1977 Pennsylvania sample (N = 403) of male and female high school students were categorized into athlete-only and athlete-service groups and then compared on Scholastic Aptitude Test (SAT) scores. Comparisons were also made to the national average for males and females. Results from both samples supported Spady's contention for males, but not for females. Athlete-only males were significantly lower (p ≤ .01) than the 1975 and 1977 male national averages. By contrast, athlete-service males were significantly higher than the 1975 male national average. The findings are discussed in terms of the influence exerted by significant others (e.g., parents, coaches) to encourage athletic participation exclusively, often at the expense of other extracurricular activities that may foster positive academic attitudes and expectations.  相似文献   

Is There a Relationship between Brain Type,Sex and Motivation to Learn Science?     

Albert Zeyer  Sarah Wolf 《International Journal of Science Education》2013,35(16):2217-2233

Whilst sex is considered to be one of the most significant factors influencing attitudes towards science, previous research seems to suggest that, at least in non‐science classes, there is no correlation between sex and motivation to learn science. The present study investigates a mixed group of science and non‐science students of upper secondary level. The data show that there is in fact no correlation between sex and motivation to learn science in this group, but that there is a highly significant positive correlation between the students’ so‐called brain type and their motivation to learn science. At the same time, male students show a more systemizing brain type whilst female students have a more empathizing one. Therefore, the brain type seems in fact to be a basic variable of motivation to learn science, as previous research suggests. Our intention was to explore if involving the science motivation questionnaire (SMQ) could be a strategy to confirm and extend this hypothesis, which seems to be the case. We consider this study as a pilot in preparation for a larger and more systematically sampled project.  相似文献