Coordination of reading and spelling in early literacy development: An examination of the discrepancy hypothesis     

Fletcher-Flinn  Claire M.  Shankweile  Donald  Frost  Stephen J. 《Reading and writing》2004,17(6):617-644

The Discrepancy Hypothesis posits that childrenearly in the acquisition process read visually(holistically) and spell phonologically. Thisclaim was examined and rejected. Weinvestigated reading and spelling in Grade 1and Grade 2 children using controlled nonwordand word materials with a variety oforthographic patterns. While reading andspelling were strongly correlated even amongthe younger readers, discrepancies betweenperformance levels occurred in both directions. Children's responses were affected by wordcharacteristics and whether or not theyreceived school phonics instruction. Phonologically complex words, such as thosecontaining consonant clusters, wereparticularly difficult for Grade 1 children toread, while words that were difficult to spellcorrectly but not to read tended to havemultivalent mappings from sound to spelling.The generation of reading responses tospecially selected nonwords was affected byboth implicit and explicit phonological sourcesof knowledge. Orthographic knowledge gained inspelling did not always transfer to reading,and vice versa.  相似文献   

Tablet computers in Philippine public schools: school-level factors that influence technology management and use     

Jedaiah Joel Lumagbas  Wally Smith  Esther Care  Claire Scoular 《Technology, Pedagogy and Education》2019,28(1):73-89

Many developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools.  相似文献   

Does Parental Mind‐Mindedness Account for Cross‐Cultural Differences in Preschoolers’ Theory of Mind?          下载免费PDF全文

Claire Hughes  Rory T. Devine  Zhenlin Wang 《Child development》2018,89(4):1296-1310

This study of 241 parent–child dyads from the United Kingdom (N = 120, M_age = 3.92, SD = 0.53) and Hong Kong (N = 121, M_age = 3.99, SD = 0.50) breaks new ground by adopting a cross‐cultural approach to investigate children's theory of mind and parental mind‐mindedness. Relative to the Hong Kong sample, U.K. children showed superior theory‐of‐mind performance and U.K. parents showed greater levels of mind‐mindedness. Within both cultures parental mind‐mindedness was correlated with theory of mind. Mind‐mindedness also accounted for cultural differences in preschoolers’ theory of mind. We argue that children's family environments might shed light on how culture shapes children's theory of mind.  相似文献   

The plurality of the Global Middle Class(es) and their school choices – moving the ‘field’ forward empirically and theoretically     

Claire Maxwell  Miri Yemini  Aaron Koh  Ayman Agbaria 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):609-615

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What Can the Teacher Learn in the Classroom?     

Claire Margolinas  Lalina Coulange  Annie Bessot 《Educational Studies in Mathematics》2005,59(1-3):205-234

Our research is concerned with teacher’s knowledge, and especially with teacher’s processes of learning, in the classroom, from observing and interacting with students’ work. In the first part of the paper, we outline the theoretical framework of our study and distinguish it from some other perspectives. We argue for the importance of distinguishing a kind of teacher’s knowledge, which we call didactic knowledge. In this paper, we concentrate on a subcategory of this knowledge, namely observational didactic knowledge, which grows from teacher’s observation and reflection upon students’ mathematical activity in the classroom. In modeling the processes of evolution of this particular knowledge in teachers, we are inspired, among others, by some general aspects of the theory of didactic situations. In the second part of the paper, the model is applied in two case studies of teachers conducting ordinary lessons. In conclusion, we will discuss what seems to be taken into account by teachers as they observe students’ activity, and how in-service teacher training can play a role in modifying their knowledge about students’ ways of dealing with mathematical problems.  相似文献   

Reading and Generalist Genes     

Claire M. A. Haworth  Emma L. Meaburn  Nicole Harlaar  Robert Plomin 《Mind, Brain, and Education》2007,1(4):173-180

ABSTRACT— Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called generalist genes . This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading ability in a study of 4,258 7-year-old children that screened 100,000 SNPs. Using the same sample, we show that this early reading SNP set also correlates with other aspects of literacy, components of mathematics, and more general cognitive abilities. These results provide support for the generalist genes hypothesis. Although the effect size of the current SNP set is small, such SNP sets could eventually be used to predict genetic risk for learning disabilities as well as to prescribe genetically tailored intervention and prevention programs.  相似文献   

离散家庭     

Claire 《英语辅导》2004,(11):23-23

Dad and Mum have split up for eternity,They will still remain together in my heart.There are so many happy memories in the past,And When I play them over and over again,It's like them beqinning from the end,back to the start。We did stuff as if we were the happiest familly in the worId,I would have never picked this to happen with my parents.We'd go out to the cinemas and go camping and everywhere else,No matter if it were hot or cold.  相似文献   

Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship   总被引：1，自引：0，他引：1  

Carollee Howes  Claire E. Hamilton  Catherine C. Matheson 《Child development》1994,65(1):253-263

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.  相似文献   

National Assessments: Underlying Cultural Values Revealed by Comparing English and French National Tests     

Claire Planel  Patricia Broadfoot  Marilyn Osborn  Keith Sharpe  & Brigitte Ward 《European Journal of Education》2000,35(3):361-374

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Origins of individual differences in theory of mind: from nature to nurture?     

Hughes C  Jaffee SR  Happé F  Taylor A  Caspi A  Moffitt TE 《Child development》2005,76(2):356-370

In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences.  相似文献