Prevalence,gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong     

David W Chan  Connie Suk‐han Ho  Suk‐man Tsang  Suk‐han Lee  Kevin K. H. Chung 《Educational studies》2007,33(2):249-265

Based on the data of the normative study of the Hong Kong test of specific learning difficulties in reading and writing, and the Test of visual‐perceptual skills (non‐motor)—Revised, 99 children aged between 6 and 10½ years were identified as children with dyslexia out of the normative sample of 690 children. By excluding 12 children known to score below average in IQ, 87 children, including 20 children not tested for IQ, could be regarded as children with dyslexia, yielding a prevalence rate of 12.6% and a boy:girl gender ratio of 1.6 to 1. The figures would become 9.7% and 2.0 to 1 if the 20 children were omitted from computation. However, gender imbalance could not be readily explained by gender differences in reading‐related cognitive abilities, as there were only minor and subtle differences. Regression analyses to evaluate the relative contribution of different cognitive abilities to reading and writing suggested that orthographic knowledge and naming speed were most important among children with dyslexia. Implications of the findings and the need for early intervention are discussed.  相似文献   

Breaking the language barrier: an emergentist coalition model for the origins of word learning     

Hollich GJ  Hirsh-Pasek K  Golinkoff RM  Brand RJ  Brown E  Chung HL  Hennon E  Rocroi C 《Monographs of the Society for Research in Child Development》2000,65(3):i-vi, 1-123

How do children learn their first words? The field of language development has been polarized by responses to this question. Explanations range from constraints/principles accounts that emphasize the importance of cognitive heuristics in language acquisition, to social-pragmatic accounts that highlight the role of parent-child interaction, to associationistic accounts that highlight the role of "dumb attentional mechanisms" in word learning. In this Monograph, an alternative to these accounts is presented: the emergentist coalition theory. A hybrid view of word learning, this theory characterizes lexical acquisition as the emergent product of multiple factors, including cognitive constraints, social-pragmatic factors, and global attentional mechanisms. The model makes three assumptions: (a) that children cull from multiple inputs available for word learning at any given time, (b) that these inputs are differentially weighted over development, and (c) that children develop emergent principles of word learning, which guide subsequent word acquisition. With few exceptions, competing accounts of the word learning process have examined children who are already veteran word learners. By focusing on the very beginnings of word learning at around 12 months of age, however, it is possible to see how social and cognitive factors are coordinated in the process of vocabulary development. After presenting a new method for investigating word learning, the development of reference is used as a test case of the theory. In 12 experiments, with children ranging in age from 12 to 25 months of age, data are described that support the emergentist coalition model. This fundamentally developmental theory posits that children construct principles of word learning. As children's word learning principles emerge and develop, the character of word learning changes over the course of the 2nd year of life.  相似文献   

Korea Institute of Sport Science: Past, Present and Future     

Dong-Sik Chung 《中国体育科技》2009,45(1)

Introduction Korea Institute of Sport Science (KISS, formerly named as Korea Sport Science Institute: KSSI) was established on December 29th, 1980 to perform research and provide support for better performance of the national athletes. KISS had clear objective of supporting scientific training of national athletes for successful hosting of 1986 Asian Games and 1988 Olympics, both were to be held in Seoul,Korea. The objective was successfully achieved with strong support from the government.  相似文献   

Confessions of a book reviewer: the best of carte blanche     

Barbara Chung 《Public Library Quarterly》2019,38(2):234-235

  相似文献   

The effect of recommendation systems on Internet‐based learning for different learners: A data mining analysis     

Chen‐Chung Liu  Chia‐Jung Chang  Jui‐Min Tseng 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):758-773

A general challenge facing Internet‐based learners is how to identify information objects which are helpful in expanding their understanding of important information in a domain. Recommendation systems may assist learners in identifying potentially helpful information objects. However, the recent literature mainly focuses on the technical performance, rather than on how recommendations support searching in educational contexts. This study thus investigates how recommendation systems may influence the searching behaviors and strategies of different learners, when they are used with a mind map. The results suggested two main different searching behavioral patterns, namely focused searchers and broad searchers. It is found that the recommendations may influence the searching behaviors of the two types of searchers in different ways. For the focused searchers, the recommendations may support these searchers to expand their keywords to explore the domain. Regarding the broad searchers, they did not rely on the computer recommendations. However, the mind map interface applied along with the recommendations may support them in monitoring their searching processes. Online Information Searching Strategies Inventory (OISSI) was applied to examine the participants' perceptions of how students applied information searching strategies. The results of OISSI support that both types of searchers perceived a higher level of searching strategies when they search with the recommendation system and mind maps.  相似文献   

Applying tangible story avatars to enhance children's collaborative storytelling     

Chen‐Chung Liu  Kuo‐Ping Liu  Pi‐Hui Wang  Gwo‐Dong Chen  Mu‐Chun Su 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):39-51

Software avatars are increasingly applied to support children's collaborative storytelling because avatars may serve as a transparent shield or as embodied agents to facilitate creativity in children. However, when using avatars, it is not easy for children to practise and refine their speaking skills by narrating their stories to an audience. The programming difficulties involved in that process tend to distract attention away from the collaborative storytelling activity itself. This study therefore proposes an interaction model featuring tangible story avatars (TSAs) that can serve as a platform to scaffold collaborative story creation, revision and narrative. A 9‐week study with 16 children aged 8 years was conducted to evaluate the interaction model with the TSAs. The results suggest that the TSAs may play three primary roles in facilitating collaborative storytelling: as a tool for developing confidence, as a tool for reflective story development and as a group artefact. Researchers and educators may find it valuable to consider these three roles in designing the TSAs in support of collaborative storytelling in similar contexts.  相似文献   

The rise and fall of the MTL: an example of European policy borrowing     

Jennifer Chung  Chris Atkin  Jane Moore 《欧洲师范教育杂志》2012,35(3):259-274

The success of Finland in the Programme for International Student Assessment (PISA) highlights the quality of Finnish teacher education underpinning its consistently high performance in the survey. In 2010 the UK government initiated a masters in teaching and learning (MTL) in order to raise the education level of teachers, following Finland’s teacher education model. Educationists both past and present, however, warn against ‘quick fix’ political solutions and of the consequences of ‘uncritical policy transfer’. For an educational policy to be effectively borrowed, it must travel through different stages. In this article we argue that the MTL has been implemented in the hope of quick solutions to long-term difficulties; we also maintain that the MTL has applied distinctly English factors into the Finnish model and was achieving informed policy transfer. Nevertheless, the rapid introduction and withdrawal of the programme has not allowed for the MTL to reach complete policy borrowing.  相似文献   

Socio-Scientific Issues in Health Contexts: Treading a rugged terrain     

Yeung Chung Lee 《International Journal of Science Education》2013,35(3):459-483

The science–technology–society agenda has evolved over time to meet emerging educational aims in the light of changes in society and the environment. There is increasing emphasis on students' decision-making on socio-scientific issues (SSIs) not only to highlight the intricate relationships between science, technology, society, and the environment, but also to allow students to incorporate multiple viewpoints into the development of critical reasoning and responsible citizenship. Most research emphases have been on the rationality of reasoning rather than on the internal psychological context that underpins reasoning. This paper explores how these various aspects of reasoning interact in decision-making on SSIs in health contexts through case studies of recent issues in this field. The case studies reveal the negotiation of multiple influences in addressing SSIs in health contexts and the potential interactions between the psychological processes of individuals, science, and sociocultural perspectives. A tentative model to address these interactions emerges from this explorative study and has implications for the use of health-related issues in promoting SSI education.  相似文献   

Correction to: ‘Exploring the Roles and Nature of Science: A case study of severe acute respiratory syndrome’     

Yeung Chung Lee 《International Journal of Science Education》2013,35(4)

  相似文献   

Differences in the Scientific Epistemological Views of Undergraduate Students     

Shiang‐Yao Liu  Chin‐Chung Tsai 《International Journal of Science Education》2013,35(8):1055-1073

The purpose of this study was to examine whether science and non‐science major students have different scientific epistemological views (SEVs). A multidimensional instrument previously developed by the authors was used to assess differences in college students’ SEV of various aspects. A total of 220 freshmen (42% science and 58% non‐science majors) attending two public universities participated in this investigation. Results indicated that the science majors have less sophisticated beliefs in the theory‐laden and cultural‐dependent aspects of science than non‐science majors. Analysis of variance results further revealed significant differences in SEV dimensions among the three major fields: non‐science, pure science, and science education. Science education students gained the lowest scores on the entire scale among the groups. Findings of this study imply that science major (including science education) students might be involved longer in such an epistemic environment that described scientific knowledge as objective and universal. It is also possible that beliefs about certainty and objectivity lead these students to select science as their major field. Implications for future research and science teacher education are discussed.  相似文献