Predicting second language writing proficiency: the roles of cohesion and linguistic sophistication     

Scott A. Crossley  Danielle S. McNamara 《Journal of Research in Reading》2012,35(2):115-135

This study addresses research gaps in predicting second language (L2) writing proficiency using linguistic features. Key to this analysis is the inclusion of linguistic measures at the surface, textbase and situation model level that assess text cohesion and linguistic sophistication. The results of this study demonstrate that five variables (lexical diversity, word frequency, word meaningfulness, aspect repetition and word familiarity) can be used to significantly predict L2 writing proficiency. The results demonstrate that L2 writers categorised as highly proficient do not produce essays that are more cohesive, but instead produce texts that are more linguistically sophisticated. These findings have important implications for L2 writing development and L2 writing pedagogy.  相似文献   

Metalinguistic contributions to reading and spelling in second and third grade students     

Kenn Apel  Elizabeth B. Wilson-Fowler  Danielle Brimo  Nancy A. Perrin 《Reading and writing》2012,25(6):1283-1305

Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary, and rapid naming abilities of second and third grade students (N?=?56) and determined how these abilities predicted the children??s reading and spelling skills. Regression analyses revealed that morphological awareness was the sole unique contributor to spelling and, together with orthographic awareness, uniquely contributed to word recognition. Morphological awareness also was significantly related to reading comprehension. The results add to a growing literature base providing evidence that early literacy development is influenced by morphological awareness, an ability that has received considerably less educational attention. Additionally, the findings point to the importance of tapping into multiple sources of metalinguistic knowledge when providing instruction in reading and spelling.  相似文献   

Online training of TPACK skills of higher education scholars: a cross-institutional impact study     

Bart Rienties  Natasa Brouwer  Katerina Bohle Carbonell  Danielle Townsend  Anne-Petra Rozendal  Janneke van der Loo 《欧洲师范教育杂志》2013,36(4):480-495

Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research.  相似文献   

Developing online problem‐based resources for the professional development of teachers of children with visual impairment   总被引：1，自引：0，他引：1  

Mike McLinden  Steve McCall  Danielle Hinton  Annette Weston  Graeme Douglas 《Open Learning》2013,28(3):237-251

This article presents a summary of the results from phase 1 of a two‐phase research project. Drawing on the principles of problem‐based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two‐year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus‐based study day, the participants were assigned to one of two ‘PBL Activity Groups’ and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary of the feedback is presented, and key findings discussed. The results suggest that, with appropriate resources, adequate preparatory training and effective tutor support, online PBL can be an effective method for supplementing the continuing professional development of specialist teachers studying through distance education.  相似文献   

Improving homework accuracy: Interdependent group contingencies and randomized components     

Danielle Reinhardt  Lea A. Theodore  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2009,46(5):471-488

Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc.  相似文献   

L2 reading in multilingual Eritrea: The influences of L1 reading and English proficiency     

Yonas Mesfun Asfaha  Danielle Beckman  Jeanne Kurvers  Sjaak Kroon 《Journal of Research in Reading》2009,32(4):351-365

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Chinese Graduate Students and the Canadian Academic Library: A User Study at the University of Windsor     

Guoying Liu  Danielle Winn 《The Journal of Academic Librarianship》2009,35(6):565-573

This paper presents a pilot study that examined the information seeking behaviors of Chinese graduate students at the University of Windsor. Findings on current Chinese students' perceptions, expectations, and use of library services are highlighted including implications for academic libraries to meet international students' information needs.  相似文献   

Determining the informational,navigational, and transactional intent of Web queries     

Bernard J. Jansen  Danielle L. Booth  Amanda Spink 《Information processing & management》2008

In this paper, we define and present a comprehensive classification of user intent for Web searching. The classification consists of three hierarchical levels of informational, navigational, and transactional intent. After deriving attributes of each, we then developed a software application that automatically classified queries using a Web search engine log of over a million and a half queries submitted by several hundred thousand users. Our findings show that more than 80% of Web queries are informational in nature, with about 10% each being navigational and transactional. In order to validate the accuracy of our algorithm, we manually coded 400 queries and compared the results from this manual classification to the results determined by the automated method. This comparison showed that the automatic classification has an accuracy of 74%. Of the remaining 25% of the queries, the user intent is vague or multi-faceted, pointing to the need for probabilistic classification. We discuss how search engines can use knowledge of user intent to provide more targeted and relevant results in Web searching.  相似文献   

Accelerometer and self-reported measures of sedentary behaviour and associations with adiposity in UK youth     

Robert J. Noonan  Danielle Christian  Lynne M. Boddy  Pedro F. Saint-Maurice  Gregory J. Welk  Paul R. Hibbing 《Journal of sports sciences》2019,37(16):1919-1925

This study used accelerometer and self-report measures of overall sedentary time (ST) and screen time behaviours to examine their respective associations with adiposity among UK youth. Participants (Year groups 5, 8, and 10; n=292, 148 girls) wore the SenseWear Armband Mini accelerometer for eight days and completed the Youth Activity Profile, an online report tool designed to estimate physical activity and ST.Stature, body mass and waist circumference were measured to classify adiposity outcomes (overweight/obese and central obesity). One-way between groups ANOVA and adjusted linear, logistic and multinomial logistic regression analyses were conducted. There was a significant main effect of age on total ST across the whole week (F(2, 289)=41.64, p≤0.001). ST increased monotonically across Year 5 (581.09±107.81 min·dˉ¹), 8 (671.96±112.59 min·dˉ¹) and 10 (725.80±115.20 min·dˉ¹), and all pairwise comparisons were significant at p≤0.001. A steep age-related gradient to mobile phone use was present (p≤0.001). ST was positively associated with adiposity outcomes independent of moderate-to-vigorous intensity physical activity (MVPA; p≤0.001). Engaging in >3 hours of video gaming daily was positively associated with central obesity (OR=2.12, p≤0.05) but not after adjustment for MVPA. Results further demonstrate the importance of reducing overall ST to maintain healthy weight status among UK youth.  相似文献   

Effects of consecutive days of match play on technical performance in tennis     

Danielle T. Gescheit  Rob Duffield  Melissa Skein  Neil Brydon  Stuart J. Cormack  Machar Reid 《Journal of sports sciences》2017,35(20):1988-1994

Elite tennis is characterised by repeated bouts of up to 5-set match play, yet little is known about the technical requirements of shots played. This study therefore investigated technical performance changes over consecutive days of prolonged, simulated tennis match play. A total of 7 well-trained men tennis players performed 4 consecutive days of competitive 4-h match play. Matches were notated to determine between-day changes in groundstroke and serve performance, as well as point and match durations. Changes ≥75% likely to exceed the smallest important effect size (0.2) were considered meaningful and represented as effect size ± 90% confidence interval. Effective playing time reduced on days 3 and 4, alongside likely increases in “stretch” groundstrokes over the 4 days (mean effect size ± 90% confidence interval; 0.57 ± 0.38) and “stretch” backhand returns on days 2 and 3 (0.39 ± 0.54 and 0.67 ± 0.55). Relative unforced errors increased on day 4 (vs. day 2; 0.36 ± 0.22) and second-serve winning percentage reduced after day 1 (?0.47 ± 0.50). Further, a likely increase in emotional outbursts characterised day 3 (vs. day 2; 0.73 ± 0.57). Consecutive-day match play impairs hitting accuracy, stroke positioning and emotional responses; an understanding of which prepares players for elite-standard tennis tournament play.  相似文献