排序方式： 共有22条查询结果，搜索用时 718 毫秒
11.
12.
Predictors of word‐reading ability in 7‐year‐olds: analysis of data from a U.K. cohort study 
下载免费PDF全文
下载免费PDF全文 Ginny Russell Obioha C. Ukoumunne Denise Ryder Jean Golding Brahm Norwich 《Journal of Research in Reading》2018,41(1):58-78
Previous U.K. population‐based studies have found associations amongst early speech and language difficulties, socioeconomic disadvantage and children's word‐reading ability later on. We examine the strength of these associations in a recent U.K. population‐based birth cohort. Analyses were based on 13,680 participants. Linear regression models were fitted to identify factors that were associated with word‐reading score at the age of 7 years. Path analysis models were fitted to examine phonological skills as a mediator of the relationships. We found that male gender, preterm birth, naming vocabulary at age five, concerns about speech and language, maternal education, type of housing tenure, lone parenting, parent attachment and frequency of reading to the child were all independently associated with word reading. For each of these predictors, there was evidence suggesting that a substantial proportion of the effect may be mediated by phonological skills (ranging from 52 to 89%). Despite policy intervention, many of the same risk factors identified in previous studies still predict children's word‐reading ability in the United Kingdom. Results support the phonological model, with phonological skills on the pathway to word reading.
What is already known about this topic?
- A range of studies has implicated poor socioeconomic background and disadvantaged family circumstances as risks for children's poor word reading.
- Good early development of language skills is firmly established as a pathway to promoting reading ability.
- Not all poor readers show deficits in phonological skills, although such deficits correlate highly with reading difficulties.
What this paper adds
- This is an original analysis of factors in a recent cohort of U.K. children, using stratified sampling to be representative of the U.K. population as a whole.
- A range of child‐specific, family socioeconomic and family relationship factors were independently associated with word‐reading ability when children were age seven.
- For each of the predictors, there was evidence suggesting that a substantial proportion of the effect, if causal, may be mediated by phonological skills (ranging from 52 to 89%).
Implications for theory, policy or practice
- Despite policy intervention, many of the same risk factors identified in older studies still predict children's word‐reading ability in the United Kingdom.
- Results lend weight to the phonological model, where deficits in phonological skills are on the pathway to word reading.
13.
14.
15.
- Open research infrastructure provides the building blocks of scientific progress, which must be available to everyone, with no barriers to access.
- Organizations enabling open research infrastructure must endorse these fundamental principles: equity, value, trust, interoperability, sustainability, and community governance.
- Finding ways to invite co‐creation and community participation engenders a strong sense of ‘buy‐in’ and is therefore essential to developing successful research infrastructure.
16.
1.为了搞好教学,你必须有能力控制班级.当然,这并不是说你要像个独裁者那样行事.但是,如果你没有建立起任何监督控制机制就试图进行教学,那么,你的教学质量将会受到严重影响. 相似文献
17.
Prevalence of combined reading and arithmetic disabilities 总被引：1，自引：0，他引：1
Dirks E Spyer G van Lieshout EC de Sonneville L 《Journal of learning disabilities》2008,41(5):460-473
This study assesses the prevalence of combined reading and arithmetic disabilities in 799 Dutch schoolchildren using st dardized school achievement tests. Scores of arithmetic, word recognition, reading comprehension, and spelling of child in fourth and fifth grade were used. The main interest involved the co-occurrence of word recognition and arithmetic d abilities because of their possible relationship. The authors find a percentage of 7.6 for combined reading and arithme disabilities. Reading disabilities and arithmetic disabilities co-occurred more often than expected based on rates of the s arate conditions. Children with combined reading and arithmetic disabilities seem to have more generalized achievem difficulties than single-deficit groups. Different operationalizations for reading disabilities (spelling and reading comp hension measures instead of word recognition) led, in part, to selection of other children. This might imply that differ processes underlie the relationship between arithmetic and word recognition disabilities compared to the relationship arithmetic disabilities with difficulties in spelling and reading comprehension. 相似文献
18.
19.
20.
Kuba Renata Rahimi Seyedahmad Smith Ginny Shute Valerie Dai Chih-Pu 《Educational technology research and development : ETR & D》2021,69(2):1201-1220
Educational technology research and development - Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case... 相似文献