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Jason M. Nelson Jennifer H. Lindstrom Will Lindstrom Daniel Denis 《Exceptionality》2013,21(3):179-196
We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed. 相似文献
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Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task
Maria Vender Federica Mantione Silvia Savazzi Denis Delfitto Chiara Melloni 《Annals of dyslexia》2017,67(3):401-426
In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko’s Wug Test, had the aim of testing the subjects’ ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task. Furthermore, the dissimilar performances reported by the subjects in the different conditions indicate that the ability to inflect nonwords depends on factors such as the rule’s productivity, frequency, and opacity with respect to gender. Finally, the children’s performance in this task was significantly related to their reading proficiency, and it could predict accuracy in word reading independently of phonological awareness and working memory. 相似文献
137.
Charlyne Millet David Oget Denis Cavallucci 《European Journal of Engineering Education》2017,42(6):1000-1024
Innovation is a key component to the success and longevity of companies. Our research opens the ‘black box’ of creativity and innovation in R&D teams. We argue that understanding the nature of R&D projects in terms of creativity/innovation, efficiency/inefficiency, is important for designing education policies and improving engineering curriculum. Our research addresses the inventive design process, a lesser known aspect of the innovation process, in 197 R&D departments of industrial sector companies in France. One fundamental issue facing companies is to evaluate processes and results of innovation. Results show that the evaluation of innovation is confined by a lack of methodology of inventive projects. We will be establishing the foundations of a formal ontology for inventive design projects and finally some recommendations for engineering education. 相似文献
138.
Xiuli Tong Catherine McBride‐Chang Anita M.‐Y. Wong Hua Shu Pieter Reitsma Judith Rispens 《Journal of Research in Reading》2011,34(3):315-332
This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese. 相似文献
139.
As part of a two-year, mixed methods study, the focus of this paper reports the qualitative findings that are related to nine beginning teachers' learning to teach with Information and Communication Technology (ICT) during their first year of teaching. It aims to explore how these teachers deepen their understanding performances of technology integration in their first year. They demonstrated consistent, varied perceptions, frequency and ways of using ICT for classroom teaching and learning from their initial teacher education to their first year teaching. They developed diverse understandings of technology integration from their own practice, and chose to play different roles, such as, follower, doer and emerging teacher leader for technology integration. Suggestions to schools on providing beginning teachers with ongoing technical and pedagogical support and capitalizing on their tech-savvy strengths are discussed. 相似文献
140.
Chi-Sum Wong Ping-Man Wong Kelly Z. Peng 《International Journal for Educational and Vocational Guidance》2011,11(1):39-53
In this study, we attempt to investigate the potential effects of parents’ career interests on young adults’ career interests.
Using a sample of 113 freshmen in Hong Kong, results indicated that after controlling for personality, gender, general mental
abilities and emotional intelligence, some of the parents’ career interests were still related to the young adults’ respective
career interests. For some types of interests, the extent of influences is found to be contingent on the gender of the respondents.
Implications are discussed. 相似文献