A Search for Values in Evaluation     

Jack E. Sexson 《College Teaching》2013,61(2):118-119

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Catering for a range of abilities in topic work     

Jack Wilson  Dennis Gunning 《Education 3-13》2013,41(2):8-12

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Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently?     

Kimberly J. O&#x;Malley  David J. Francis  Barbara R. Foorman  Jack M. Fletcher  Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34

Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy.  相似文献   

Data into knowledge: a basis for analysing information handling in classrooms     

Jack Sanger 《Cambridge Journal of Education》1985,15(2):67-73

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Pioneer Commercial Photographers: The Burgert Brothers of Tampa,Florida     

Jack B. Moore  Robert E. Snyder 《Journal of American culture (Malden, Mass. : 2003)》1985,8(3):11-26

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Fostering argument justification using collaboration scripts and content schemes     

Birgitta Kopp  Heinz Mandl 《Learning and Instruction》2011,21(5):636-649

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Paul E. Peterson. Saving Schools: From Horace Mann to Virtual Learning. Cambridge: Belknap Press of Harvard University Press, 2010. 336 pp. Hardcover $25.95.     

Jack Schneider 《History of education quarterly》2011,51(4):584-587

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The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding     

C. Nikki Arrington  Paulina A. Kulesz  David J. Francis  Jack M. Fletcher  Marcia A. Barnes 《Scientific Studies of Reading》2014,18(5):325-346

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension.  相似文献   

An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties     

Carolyn A. Denton  Jack M. Fletcher  W. Pat Taylor  Amy E. Barth  Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293

Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.  相似文献   

Buros Bulletin     

Barbara S. Plake  Jane Close Conoley  Jack J. Kramer  Linda Ulrich Murphy 《Educational Measurement》1989,8(4):20-21

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