Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model     

Florina Erbeli  Sara A. Hart  Richard K. Wagner  Jeanette Taylor 《Scientific Studies of Reading》2018,22(2):167-180

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2,737 twin pairs in 1st through 4th grade (M_age = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of nonshared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD.  相似文献   

Media Commentary     

Andrew Hart  Tony Benson 《Learning, Media and Technology》1993,19(3):167-172

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改良大脑真的好吗?     

ArthurL.Caplan柯江华  杨光 《科学中国》2003,(11):82-83

人类有能力测定和操纵基因,这一革命激起了各种各样的伦理争议.同样具有深远意义的脑科学革命,引起的注意却少得让人吃惊.  相似文献   

Longitudinal course of rapid naming in disabled and nondisabled readers   总被引：1，自引：0，他引：1  

Marianne S. Meyer  Frank B. Wood  Lesley A. Hart  Rebecca H. Felton 《Annals of dyslexia》1998,48(1):89-114

The Rapid Automatized Naming Test (Denckla and Rudel 1974) was studied cross-sectionally in an sample of kindergartners (n=342) at-risk for reading disability (Study 1), and longitudinally in an n=160 epidemiological normal sample of children tested in first, third, fifth, and eighth grades (Study 2). Study 1 showed faster absolute naming speeds for those with near perfect untimed alphabet recitation, but the stronger and more orderly relation (at r=.31, p<.0001) was between three levels of alphabet recitation accuracy and the relative number/letter naming speed advantage (ratio of mean number/letter naming speed minus mean color/object naming speed over mean color/object naming speed). In Study 2, the number/letter advantage was already strongly present by first grade, and did not increase significantly thereafter, but absolute naming times improved steadily across grades in an exponential decay function. In this sample, the relative number/letter advantage was not related to reading level. However, the absolute color/object naming speed was strongly related to reading level and vocabulary across grades. Norms for the Rapid Automatized Naming Test based on the epidemiological normal sample tested in Grades 1, 3, 5, and 8 are presented in the appendix.  相似文献   

The Emergence of Cognitive Maps for Spatial Navigation in 7- to 10-Year-Old Children     

Ford Burles  Irene Liu  Chelsie Hart  Kara Murias  Susan A. Graham  Giuseppe Iaria 《Child development》2020,91(3):e733-e744

Although much is known about adults’ ability to orient by means of cognitive maps (mental representations of the environment), it is less clear when this important ability emerges in development. In the present study, 97 seven- to 10-year-olds and 26 adults played a video game designed to investigate the ability to orient using cognitive maps. The game required participants to reach target locations as quickly as possible, necessitating the identification and use of novel shortcuts. Seven- and 8-year-olds were less effective than older children and adults in using shortcuts. These findings provide clear evidence of a distinct developmental change around 9 years of age when children begin to proficiently orient and navigate using cognitive maps.  相似文献   

Culture wars in the classroom: Prospective teachers question science     

Karen Sullenger  Steve Turner  Hart Caplan  Joe Crummey  Rick Cuming  Cynthia Charron  Beth Corey 《科学教学研究杂志》2000,37(9):895-915

Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000  相似文献   

Joint Appointments and the Professoriate: Two Houses but no Home?     

Jeni Hart  Matthew M. Mars 《Innovative Higher Education》2009,34(1):19-32

Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca 2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.

Matthew M. MarsEmail:

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The need for a General Comment for Article 19 of the UN Convention on the Rights of the Child: Toward enlightenment and progress for child protection     

Susan Bennett  Stuart N. Hart  Kimberly Ann Svevo-Cianci 《Child abuse & neglect》2009,33(11):783-790

ObjectiveTo present the need and plan for development of a General Comment for the UN Convention on the Rights of the Child Article 19 which has the potential to transform and advance child protection through the infusion of a child rights approach.MethodsThe Committee on the Rights of the Child (Committee) authorized ISPCAN and IICRD to draft a General Comment for CRC Article 19 (GC19) and to introduce implementation supports. An international working group (GC19WG), Expert Advisory Panel (EAP), and GC19 Focal Group of Committee members (GC19 CRC FG) have been organized to help guide and carry out the program of development. Analyses of relevant histories and knowledge, including effective and promising child protection strategies, are being applied to guide formulation of the GC and high priority implementation components. Consultations on the draft and supportive products will be conducted in cooperation with UNICEF, WHO, the NGO Group for the CRC, and other NGOs.Advice is to be solicited from interested parties and organizations in person and through distance communication throughout the world.ResultsIn addition to the GC19, numerous implementation supports will be planned and some will be produced and piloted during the program of development. Under consideration are an implementation guide and resources; commentary; accountability models, indicators, measures and evaluation systems; a clearing house and resource website; a child-appropriate version of GC19; and education/training curricula and programs.Practice implicationsGC19 has the potential to transform child protection by fostering a paradigm shift in its conceptualization, theory, research, and practice. Article 19 encourages an interpretation and application beyond narrow child protection conceptualizations and practices which have been found seriously inadequate. The General Comment can advance effective prevention of maltreatment and protection of personal security by promoting the child's rights, well-being, health, and development in all aspects of child protection. GC19 will provide support to the Committee on the Rights of the Child in its monitoring and guiding functions, and to States Parties, professionals, and civil society agents concerned with the protection and well-being of children.  相似文献   

Three Evidence-Based Strategies that Support Social Skills and Play Among Young Children with Autism Spectrum Disorders     

Juliet Hart Barnett 《Early Childhood Education Journal》2018,46(6):665-672

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Sex Bias and the Validity of Believed Differences between Male and Female Interscholastic Athletic Coaches     

Cynthia A. Hasbrook  Barbara A. Hart  Sharon A. Mathes  Susan True 《Research quarterly for exercise and sport》2013,84(3):259-267

Abstract

Previous research indicates that young athletes as well as athletic administrators hold gender-role stereotypical beliefs about coaches that disfavor females. The validity of two such beliefs (lack of qualified female coaches and time constraints due to family responsibilities) was examined in a statewide survey of 256 female and 296 male interscholastic coaches and a nationwide survey of 2,719 male and 1,449 female interscholastic coaches. Statistical analyses (p < .001) indicated that female coaches were (a) more qualified than their male counterparts with respect to coaching experience with female teams, professional training, and professional experience; (b) as qualified as male coaches with regard to intercollegiate playing experience; and (c) less qualified than male coaches with respect to high school playing experience and coaching experience with male teams. Findings also indicated that male rather than female coaches more often experienced time constraints due to family responsibilities.  相似文献