Vocabulary Is Important for Some,but Not All Reading Skills     

Jessie Ricketts  Kate Nation  Dorothy V. M. Bishop 《Scientific Studies of Reading》2013,17(3):235-257

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development.  相似文献   

Engaging with ‘English in a Historical Perspective’ Through Analysing Texts     

Mark Wyatt  Dorothy Constantino  Corinne Cox  Kristy Gilkes  Serena Thompson  Rachael Tiller 《Changing English: An International Journal of English Teaching》2016,23(1):22-41

Though there is little in the literature on the teaching of the history of English, criticism of textbooks which over-simplify the story as the rise of the standard variety has been more vocal of late. Meanwhile, some academics have argued for focusing teaching on the analysis of texts. This article reports on a unit/module taught at a British university that makes the analysis of texts central to teaching and assessment. It sets out to demonstrate what can be learned from approaching the subject in this way by presenting composite textual analyses created by the first-named author drawing on the work of his co-authors (five of his final-year undergraduate students). This was for two assignments, one focusing on an Early Modern English text and the other a more contemporary piece. A discussion highlights the benefits of making the analysis of texts central to the unit, and considers practical applications for teachers of the subject in other parts of the world.  相似文献   

Books for the children     

Dorothy S. Strickland  Barbara Sands Worth 《Early Childhood Education Journal》1980,8(2):58-60

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Portfolios, Accountability, and an Interpretive Approach to Validity   总被引：1，自引：0，他引：1  

Pamela A. Moss  Jamie Sue Beck  Catherine Ebbs  Barbara Matson  James Muchmore  Dorothy Steele  Caroline Taylor  Roberta Herter 《Educational Measurement》1992,11(3):12-21

How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments?  相似文献   

A learning cycle approach to dealing with pseudoscience beliefs of prospective elementary teachers   总被引：1，自引：1，他引：1  

Dr. Dorothy B. Rosenthal 《Journal of Science Teacher Education》1993,4(2):33-36

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Science education research interests of elementary teachers     

Dorothy Gabel  K. V. Samuel  Stanley Helgeson  Saundra McGuire  Joseph Novak  John Butzow 《科学教学研究杂志》1987,24(7):659-677

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Contemporary high-profile scientists and their interactions with the community     

Dorothy V. Smith  Pamela J. Mulhall  Christina E. Hart  Richard F. Gunstone 《International Journal of Science Education》2016,38(10):1607-1621

This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula.  相似文献   

Self‐recording as a Means of Improving Classroom Behaviour in the Secondary School     

Frank Merrett  Dorothy Blundell 《教育心理学》1982,2(2):147-157

Two experiments are reported in which children's study behaviour was manipulated systematically within a behavioural paradigm. Both studies were carried out in the remedial department of a large, modern Secondary school in England by a woman teacher. The first involved an individual, a boy whose study behaviour was controlled using self‐recording in a reversal design. On‐task behaviour increased whilst maladaptive responses were reduced and there was a pronounced improvement in the boy's attitude to school work. The second study was a group intervention employing self‐recording which was again successful in improving the on‐task behaviour rate. At the same time it proved possible to gain measures which show clear evidence of improvement in both the quality and quantity of written work produced by the group. In both studies there was some evidence of generalisation of effects.  相似文献   

Escape-from-fear performance as affected by handling method and an additional CS-shock treatment     

Dorothy E. McAllister  Wallace R. McAllister  Steve R. Hampton  Michael T. Scoles 《Learning & behavior》1980,8(3):417-423

Experiment 1 demonstrated that hurdle-jumping, escape-from-fear (EFF) performance was affected deleteriously when the handling of the rats was by the tail rather than the body and was facilitated by the administration, just prior to EFF training, of one additional CS-shock pairing along with the opportunity to jump the hurdle. Additional experiments elucidated the basis for the effect of these two variables. Experiment 2 indicated that tail handling degraded performance by decreasing reinforcement. In Experiment 3, the facilitatory effect of the extra CS-shock treatment was found to result from the occurrence of a response at the termination of the pairing and not from the CS-shock pairing per se.  相似文献   

Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution     

Meca?R.?WilliamsEmail author  Denise?N.?Brewley  R.?Judith?Reed  Dorothy?Y.?White  Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199

This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel T. Davis-Haley is affiliated with University of New Orleans.  相似文献