Prosodic awareness and children’s multisyllabic word reading     

Andrew J. Holliman  Ian R. Mundy  Lesly Wade-Woolley  Clare Wood  Chelsea Bird 《教育心理学》2017,37(10):1222-1241

Prosodic awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with multisyllabic word reading in a sample of 50 children aged between 7 and 8 years. Prosodic awareness was the strongest predictor of multisyllabic word reading accuracy, after controlling for phoneme awareness, morphological awareness, vocabulary and short-term memory. Children also made surprisingly few phonemic errors while, in contrast, errors of stress assignment were commonplace. Prosodic awareness was also the strongest predictor of stress placement errors, although this finding was not significant. Prosodic skills may play an increasingly important role in literacy performance as children encounter more complex reading materials. Once phoneme-level skills are mastered, prosodic awareness is arguably the strongest predictor of single word reading.  相似文献   

Orthographic analogies and phonological priming effects     

Clare Wood 《Journal of Research in Reading》2002,25(2):144-159

Bowey, Vaughan and Hansen (1998) have demonstrated that once phonological priming effects have been taken in account, there is no orthographic analogy effect for words with common end patterns (e.g. beak–peak). Goswami (1999) has argued that the study on which this claim is based is methodically flawed. This paper attempted to verify Bowey et al.’s claim by using an improved clue‐word procedure with a group of beginning readers, whose phonological awareness and vocabulary was also assessed. The results indicated that while rime‐based analogies seem to be phonological rather than orthographic in nature, beginning readers are able to use an orthographic analogy strategy when reading words that have similar beginnings (e.g. beak–bean).  相似文献   

Editorial     

Clare Dowdall  Jill McClay 《Literacy》2017,51(3):121-122

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‘Mud in my ears and jam in my beard’: Challenging gendered ways of being in nature kindergarten practitioners     

Clare Nugent  Simon Beames 《International Journal of Early Years Education》2019,27(2):143-152

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We’re Creative on a Friday Afternoon: Investigating Children’s Perceptions of their Experience of Design &; Technology in Relation to Creativity     

Clare?BensonEmail author  Julie?Lunt 《Journal of Science Education and Technology》2011,20(5):679-687

In the last 15 years there has been an increased emphasis in both educational research and curriculum development upon investigating children’s perspectives of their experience of learning. Children naturally have very particular and important insights to offer in helping us to develop our understanding of teaching and learning. However, research into children’s perceptions in the field of primary Design &; Technology education is still at a very early stage (Lunt in International handbook of research and development in technology education, Sense Publishers, Utrecht, 2009a). For example, in three reviews of educational research in Design &; Technology (Kimbell in A guide to educational research, The Woburn Publishers, London, 1996; Eggleston in Teaching and learning design and technology: a guide to recent research and its applications, Continuum, London, 2000; Harris and Wilson in Designs on the curriculum? A review of the literature on the impact of design and technology in schools, Department for Education and Skills, London, 2003) there are only passing references made to eliciting and considering pupils’ views and, in the studies where it does occur, it is used as a supplementary method of data collection rather than as a focus of research. The work which exists is small-scale and the majority of studies relate to secondary-aged pupils. The research that we have recently undertaken has tried to redress this gap. It has focused on primary children’s (aged 9–11 years) perceptions of Design &; Technology in general (Benson and Lunt in PATT 18 international conference on design and technology educational research: teaching and learning technological literacy in the classroom, University of Glasgow, Glasgow, 2007) and latterly creativity in Design &; Technology. It has been claimed by many that Design &; Technology is a ‘creative’ subject which develops children’s creative abilities. This is a bold claim and one that needs careful consideration. This paper sets out a framework for thinking about creativity drawn from a review of the literature and uses evidence of children’s perceptions of their experience of Design &; Technology to compare practice with theory in an attempt to raise questions and issues relevant to both policy and practice.  相似文献   

A view from within: the student in student worker     

Clare Harris 《Public Services Quarterly》2019,15(1):68-73

Clare Harris is a Master’s student in the Department of Library and Information Science at St. John’s University. This essay offers a first-person account of life as a student and a library employee. From her personal experience, Harris offers suggestions for how best to engage student workers in academic library settings.  相似文献   

Reflections on Discourse Practices During Professional Development on the Learning Cycle     

Clare Valerie Bell  Arthur Louis Odom 《Journal of Science Teacher Education》2012,23(6):601-620

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Action learning: critical accounts of practice     

David Coghlan  Clare Rigg  Kiran Trehan 《Action Learning: Research and Practice》2012,9(1):1-3

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Parent–child pre–school activities can affect the development of literacy skills     

Clare Wood 《Journal of Research in Reading》2002,25(3):241-258

This paper considers the nature of joint (parent–child) pre–school activities in the home, and their potential to contribute to the development of early reading skills. Parents gave details of the nature and frequency of any play–based activities that they routinely completed with their children. Their children were assessed on various aspects of phonological awareness, as well as their receptive vocabulary and short–term memory at four years old. One year later they completed a similar battery that also included measures of reading and spelling ability. Children who engaged in a variety of pre–school, parent–child activities showed the best achievement in reading one year later. The frequency of joint activities was also found to impact on reading attainment, vocabulary, memory and aspects of phonological awareness. The importance of shared storybook reading for later independent reading ability was reiterated by this study.  相似文献   

Empowerment and ownership in effective internationalisation of the higher education curriculum     

Sandra H. Kirk  Clare Newstead  Rose Gann  Cheryl Rounsaville 《Higher Education》2018,76(6):989-1005

Internationalising the curriculum (IOC) in order to produce graduates with global citizenship skills is a common strategic goal in modern higher education. The extent to which this is achieved and the level of understanding amongst staff and students of what IOC involves and the benefits it imparts are varied. In this study, activities and attitudes across 15 subject disciplines delivered in a modern UK university were surveyed through an analysis of official course documentation, and semi-structured interviews with a range of academic staff. The outcomes are discussed in relation to the level of understanding and ownership that staff have of IOC. Through the modification of a process control model Barnett (European Journal of Education, 29(2), 165–179, 1994), suggestions are made as to how to move this top-down strategic imperative forward through empowerment of the academic staff involved in course delivery.  相似文献