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Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article.
The aims were twofold: (1) to find measures of adult reading processes that validate adults’ retrospective reports of difficulties
in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing
that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning
to read (n=102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n=56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by
the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading
(i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic
awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less
distinct phonological representations of spoken words.
This research was supported by a grant from the Danish Research Council to the first author. 相似文献
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The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences 
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下载免费PDF全文 Isabel A. Vöhringer Thorsten Kolling Frauke Graf Sonja Poloczek Ina Fassbender Claudia Freitag Bettina Lamm Janina Suhrke Johanna Teiser Manuel Teubert Heidi Keller Arnold Lohaus Gudrun Schwarzer Monika Knopf 《Child development》2018,89(2):370-382
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues. 相似文献
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I Fourie 《Health information and libraries journal》2012,29(3):197-213
Background: Health librarians should keep up-to-date in a dynamic environment and accept the importance of continuing personal development (CPD) and growth in their critical reflection and creative thinking skills. They also need to acknowledge the potential value of research activity and the challenges of ongoing improvement and development. Conference programmes may prove a useful source of stimulation, especially if supplemented by creativity techniques, action research and the ideal of 'finding flow'. Objectives: The article analyses the themes and papers presented at the 10th International Conference on International Medical Librarianship (ICML) to identify opportunities for further research, literature reviews, assessment of practices and services, etc. Methods: Content analysis approach to conference papers and suggestions for further action including supplementing with techniques of creativity and group input. Results: A fairly extensive list of further actions (although not intended to be exhaustive) is suggested for the sixteen conference themes. Although subjective, the list might help to stimulate growth in research on health librarianship and demonstrate how one source of stimulation - conference programmes (regularly presented to medical library communities) - can be used. Conclusions: Content analysis has proven a constructive means of generating research questions from a conference programme. Content analysis and other methods aimed at stimulating creative and progressive thinking, including brainstorming, force field analysis, De Bono's 6 hats, creative swiping and creative visualisation, may prove equally useful and require further investigation. To ensure an ongoing cycle, these can be linked to action research. 相似文献
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The impact of concept mapping and visualization on the learning of secondary school chemistry students 总被引：1，自引：0，他引：1
Ludo Brandt Jan Elen Jacqueline Hellemans Luc Heerman Ina Couwenberg Liesbeth Volckaert 《International Journal of Science Education》2013,35(12):1303-1313
The aim of this study was to examine whether the construction of integrated knowledge structures by students can be stimulated by concept mapping and by better visualization of concepts and their interrelationships. The investigation was carried out in regular teaching settings: chemistry courses in secondary schools in Flanders, in the domain of electrochemistry. A significant positive effect of extra attention to visualization on the learning achievement of students was found. However, significant effects of concept mapping as an instruction method could not be detected under the given research conditions. 相似文献
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The last decade identity is often and very fruitfully conceptualized as “narrative identity.” Neither for individuals nor for groups is identity a given beforehand anymore. On the contrary, identity has to be constructed in an inductive way continuously. Three qualitative research methods are applied to explore in an inductive way the school's narrative identity, combining the individual and the group processes of narrative identity construction. Our data reveal a close relationship between autobiographical critical incidents in teachers' and principals' commitment to the school's identity. 相似文献
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Ina V. S. Mullis 《Journal of Educational Measurement》1992,29(2):111-131
This article provides an overview of the consensus processes for the development of the frameworks underlying the NAEP assessments, with emphasis on those for the 1990 and 1992 assessments of mathematics, the 1992 assessment of reading, and the 1994 assessment of science. In addition, innovative assessment techniques included in the 1992 assessments of mathematics, reading, and writing are described, including use of mathematics tools, oral interviews, and portfolio assessment. 相似文献
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Jeanine Romano Tary L. Wallace Ina J. Helmick Lou M. Carey Lisa Adkins 《The Internet and Higher Education》2005,8(4):243
Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes. 相似文献
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The purpose of the study was to investigate the development of symptomatology and academic growth of children with autism spectrum disorders (ASD) attending a special needs education school in the Netherlands as well as to explore the relationship between academic achievement and symptom reduction of those children. To this end a three-year follow up study was conducted by using multiple informants. The group of children with autism was compared with a group of children having other diagnoses but attending the same school. Results showed that teachers’ and parents’ perceptions about children’s symptomatology development differed significantly. Even though teachers reported a significant symptom reduction of ASD symptoms after two years of school attendance the parents of the same children did not. Furthermore, it was found that both groups of children had gains in different aspects of school-based cognitive skills; however, no association was found between symptom reduction and academic growth of the children. Implications of the study are discussed. 相似文献