Cognitive and linguistic factors in reading acquisition     

Verhoeven L  Reitsma P  Siegel LS 《Reading and writing》2011,24(4):387-394

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Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties   总被引：1，自引：0，他引：1  

Sonia Q. Cabell  Laura M. JusticeTimothy R. Konold  Anita S. McGinty 《Early childhood research quarterly》2011,26(1):1

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement.  相似文献   

From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language     

Puranik CS  Lonigan CJ 《Reading and writing》2011,24(5):567-589

The purpose of this study was to concurrently examine the development of written language across different writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children demonstrate knowledge about writing before beginning school and receiving formal instruction. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. Preschoolers appear to progress along a continuum from scribbling to conventional spelling. Although this progression is sequential, children’s writing proficiency is task dependent. Implications of these findings on writing development are discussed.  相似文献   

Cortical network for reading linear words in an alphasyllabary     

Tanusree Das  Raju S. Bapi  Prakash Padakannaya  Nandini C. Singh 《Reading and writing》2011,24(6):697-707

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Stella Vosniadou (Ed): International Handbook of Research on Conceptual Change     

Keith S. Taber 《Science & Education》2011,20(5-6):563-576

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Israel Moiseevich Gelfand (1913–2009)     

V. S. Sunder 《Resonance》2011,16(2):165-179

In this homage to the late I M Gelfand, we try to give an overview of some of his contributions to the theories of Banach algebras in general and C*-algebras in particular, and briefly elaborate on the celebrated Gelfand-Naimark-Segal construction which gives a way of passing from positivity-preserving linear functionals to representations on Hilbert space.  相似文献   

Young children's learning and transfer of biological information from picture books to real animals     

Ganea PA  Ma L  Deloache JS 《Child development》2011,82(5):1421-1433

Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world.  相似文献   

Nonlinear growth curves in developmental research     

Grimm KJ  Ram N  Hamagami F 《Child development》2011,82(5):1357-1371

Developmentalists are often interested in understanding change processes, and growth models are the most common analytic tool for examining such processes. Nonlinear growth curves are especially valuable to developmentalists because the defining characteristics of the growth process such as initial levels, rates of change during growth spurts, and asymptotic levels can be estimated. A variety of growth models are described beginning with the linear growth model and moving to nonlinear models of varying complexity. A detailed discussion of nonlinear models is provided, highlighting the added insights into complex developmental processes associated with their use. A collection of growth models are fit to repeated measures of height from participants of the Berkeley Growth and Guidance Studies from early childhood through adulthood.  相似文献   

Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction     

Al Otaiba S  Folsom JS  Schatschneider C  Wanzek J  Greulich L  Meadows J  Li Z  Connor CM 《Exceptional children》2011,77(4):453-470

Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.  相似文献   

Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning     

Fuchs LS  Compton DL  Fuchs D  Hollenbeck KN  Hamlett CL  Seethaler PM 《Journal of learning disabilities》2011,44(4):372-380

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model.  相似文献