Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?     

Jiménez JE  del Rosario Ortiz M  Rodrigo M  Hernández-Valle I  Ramírez G  Estévez A  O'Shanahan I  de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47

This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes.  相似文献   

Faculty feelings as writers: relationship with writing genres,perceived competences,and values associated to writing     

Liliana del Pilar Gallego Castaño  Montserrat Castelló Badia  Antoni Badia Garganté 《Higher Education》2016,71(5):719-734

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Moving beyond the predictable failure of Ed-Tech initiatives     

Juana M. Sancho-Gil  Pablo Rivera-Vargas  Raquel Miño-Puigcercós 《Learning, Media and Technology》2020,45(1):61-75

ABSTRACT

The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.  相似文献   

Examining the Impact of a Highly Targeted State Administered Merit Aid Program on Brain Drain: Evidence from a Regression Discontinuity Analysis of Missouri’s Bright Flight Program     

James R. Harrington  José Muñoz  Bradley R. Curs  Mark Ehlert 《Research in higher education》2016,57(4):423-447

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Modernizing minds in El Salvador: education reform and the Cold War, 1960–1980     

Solsiree del Moral 《History of education》2016,45(1):138-140

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Education of deaf students in Spain: legal and educational politics developments     

Fernández-Viader Mdel P  Fuentes M 《Journal of deaf studies and deaf education》2004,9(3):327-332

This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools.  相似文献   

Psychologic implications of the maltreated-child syndrome     

Antonio Martinez-Roig  Francisco Domingo-Salvany  Jose Llorens-Terol  Jose M. Ibañez-Cacho 《Child abuse & neglect》1983,7(3):261-263

A retrospective investigation of 97 psychologically maltreated children showed a clear relationship between clinical symptoms and the intensity of the abuse. Parental neglect resulted in impairment of intellectual and locomotor development and emotional and behavioral disorders. Neurotic manifestations of regressive type appeared in nearly half the preadolescents who suffered severe psychological abuse. Children under 6 years of age presented functional symptoms, including regression in toilet training and sleep disorders secondary to inadequate mothering.  相似文献   

Useful interactive teaching tool for learning: clickers in higher education†     

María-del-Mar Camacho-Miñano 《Interactive Learning Environments》2016,24(4):706-723

Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age.  相似文献   

Are teachers ready for CLIL? Evidence from a European study     

María Luisa Pérez Cañado 《欧洲师范教育杂志》2016,39(2):202-221

This article presents the outcomes of a European study on the main training needs which pre- and in-service teachers, teacher trainers, and coordinators consider they have in order to adapt to a bilingual education model. The macro-study has designed, validated and administered four sets of questionnaires to 706 informants across the whole of Europe, which have allowed a detailed diagnosis of language teachers’ training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated to Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the afore-mentioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided and within- and across-cohort comparison is carried out in terms of a series of intervening variables. The ultimate aim is to base decisions regarding language degrees and teacher training courses on empirically grounded guidelines in order to guarantee a success-prone implementation of CLIL in our continent, country and region.  相似文献   

Remedial interventions for children with reading disabilities: speech perception--an effective component in phonological training?     

del Rosario Ortiz González M  Espinel AI  Rosquete RG 《Journal of learning disabilities》2002,35(4):334-342

The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.  相似文献