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Reading fluency in deaf children whose primary mode of communication is visual, whether English-like or American Sign Language, is difficult to measure since most measures of fluency require a child to read aloud. This article opens the discussion of a new construct, namely, signed reading fluency (i.e., rendering of printed text in a visually fluent manner) in children with hearing loss whose primary means of expressive language includes some form of sign. Further, it describes the development of an assessment rubric to measure signed reading fluency. A comparison of fluency scores and scores on tests of vocabulary and text comprehension of 29 middle school students who attended a school for the deaf indicated that signed reading fluency, as defined and measured by this instrument, correlates highly both with word and passage comprehension. 相似文献
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From research to policy and back 总被引：1，自引：0，他引：1
Huston AC 《Child development》2008,79(1):1-12
Although science policy and social policy have distinct cultures, there are overlapping influences on both. Science policy decisions across the spectrum of basic and applied research are influenced by perceived social utility and the potential for solving current social problems. With the advent of evidence-based policy requirements, social policymakers increasingly use scientific information, although it constitutes only 1 factor in a mix of ideology, interests, and institutional constraints. The spread of early childhood intervention programs in the United States and elsewhere is one example in which strong, cumulative evidence has contributed to a policy consensus. Developmental scientists can contribute to better science policy and better social policy by strengthening the scientific quality of their evidence and communicating research-based knowledge more effectively. 相似文献
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Michelle St. Peters Marguerite Fitch Aletha C. Huston John C. Wright Darwin J. Eakins 《Child development》1991,62(6):1409-1423
A sample of 271 3- and 5-year-olds and their families participated in a 2-year longitudinal study of television viewing patterns. 5 1-week diaries for all family members were collected at 6-month intervals. Programs were categorized as: (1) child informative, (2) child entertainment, (3) news and informative, (4) sports, (5) comedy, (6) drama, (7) action-adventure, and (8) variety-game. The majority of child programs were viewed without parents, while the majority of adult programs were watched with parents. Coviewing patterns of adult programs were predicted from parents' individual viewing habits, but not from the child's. Coviewing declined with age. Parental encouragement and regulation of viewing were orthogonal. Children whose parents encouraged viewing watched more child informative programming; children of restrictive parents watched less entertainment programming. Encouraging parents coviewed more than nonencouraging parents. Results support the assertion that parental viewing preferences, habits, and orientations toward television influence children's viewing, both with and without parents. 相似文献
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Dennis D. Kerkman Marites F. Pi on John C. Wright Aletha C. Huston 《Early education and development》1996,7(3):237-252
Research findings: 3- and 5-year-old children's television-viewing was recorded for 2 years, then their rules for solving videotaped and real balance-scale problems were assessed. Older children used more advanced rules than younger children. Those who saw the videotaped version first used less advanced rules on it than on the real version. Those who saw the real problems first did not differ between versions. Neither verbal IQ, nor family demographics, nor television-viewing predicted 5- or 7-year-olds' rules on real problems. However, 7-year-olds' rules for solving video problems were positively related to parents' ratings of how often their child engaged in TV-focused social interactions. TV focus accounted for the effects of order of administration on the video problems. Cartoon-viewing at age 7 was negatively correlated with using rules on the video. Once cartoon-viewing at 7 was accounted for, cartoon-viewing at age 5 emerged as a positive predictor of rule use on the video. The results are more consistent with mental effort than media literacy. Implications for practice: Parents should encourage TV-focused social interactions and educators should begin with real demonstrations, then proceed to video-mediated instruction. 相似文献
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Thomas Huston 《Teaching Education》2017,28(2):194-210
In conducting this study, I sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA deepened student teachers’ understanding of their educational experience in a number of domains, which in turn suggested a broader awareness and appreciation of the complexities of learning to teach. Data from a larger study indicated that the identified ‘realms of understanding’ fell into four areas of insight related to education: Understanding Children, Understanding Instructional Strategies, Understanding via Collective Learning, and Understanding Self as Teacher. For the purposes of this paper, the identified area of insight ‘Understanding Self as Teacher’ is explored. These findings lead to several practical ways in which teacher education might be improved, particularly in the area of utilization of video in teacher education programs. 相似文献
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Children and Poverty: Issues in Contemporary Research 总被引：7，自引：0，他引：7
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The impacts of New Hope, a 3-year work-based antipoverty program to increase parent employment and reduce poverty, on youth ages 9-19 (N = 866) were assessed 5 years after parents left the program. New Hope had positive effects on the future orientation and employment experiences of boys, especially African American boys. Compared to boys in control group families, boys in program group families were less cynical about work, less pessimistic about their employment prospects, and more involved in employment and career preparation. They also worked for longer periods during the school year than did control group boys. Comparable effects were not found for girls. The developmental significance of the findings, possible processes that led to the impacts, and the policy implications of the findings are discussed. 相似文献