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Jurgen Tijms 《教育心理学》2011,31(7):873-896
The clinical effectiveness of a treatment for children with dyslexia was examined, as well as the moderating impact of plausible cognitive and socio-economic factors on treatment success. Results revealed that the treatment group accrued significant greater gains than the control group in reading and spelling skills. The treatment group obtained a level of reading accuracy and spelling that was comparable with the normative mean. Post-treatment levels of reading rate were comparable to the lower bound of the normal range. Treatment effectiveness was robust against individual differences, except for a moderating impact of phonological memory and rapid automatized naming. 相似文献
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Anouschka van Leeuwen Nynke Bos Heleen van Ravenswaaij Jurgen van Oostenrijk 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):921-933
In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face-to-face and online activity led to sufficient course performance, whereas in the EHM, face-to-face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance. 相似文献
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Maïwenn Kersaudy-Kerhoas Antonio Liga Appan Roychoudhury Marilena Stamouli Rhiannon Grant Damaso Sanchez Carrera Holger Schulze Witold Mielczarek Wilna Oosthuyzen Juan F. Quintana Paul Dickinson Amy H. Buck Nicholas R. Leslie Jurgen Haas Till T. Bachmann James W. Dear 《Biomicrofluidics》2022,16(2)
Drug-induced liver injury (DILI) results in over 100 000 hospital attendances per year in the UK alone and is a leading cause for the post-marketing withdrawal of new drugs, leading to significant financial losses. MicroRNA-122 (miR-122) has been proposed as a sensitive DILI marker although no commercial applications are available yet. Extracellular blood microRNAs (miRNAs) are promising clinical biomarkers but their measurement at point of care remains time-consuming, technically challenging, and expensive. For circulating miRNA to have an impact on healthcare, a key challenge to overcome is the development of rapid and reliable low-cost sample preparation. There is an acknowledged issue with miRNA stability in the presence of hemolysis and platelet activation, and no solution has been demonstrated for fast and robust extraction at the site of blood draw. Here, we report a novel microfluidic platform for the extraction of circulating miR-122 from blood enabled by a vertical approach and gravity-based bubble mixing. The performance of this disposable cartridge was verified by standard quantitative polymerase chain reaction analysis on extracted miR-122. The cartridge performed equivalently or better than standard bench extraction kits. The extraction cartridge was combined with electrochemical impedance spectroscopy to detect miR-122 as an initial proof-of-concept toward an application in point-of-care detection. This platform enables the standardization of sample preparation and the detection of miRNAs at the point of blood draw and in resource limited settings and could aid the introduction of miRNA-based assays into routine clinical practice. 相似文献
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Jurgen Tijms 《教育心理学》2007,27(2):273-294
Two experiments were conducted to provide a window on the processes by which the accuracy and rate of reading develop during psycholinguistic treatment for dyslexia. In experiment 1, 140 children with dyslexia followed a treatment method that presented them with a learning system that clarifies the basic elements and operations by which one’s writing system encodes the characteristics of the spoken language system. The results revealed that during the first half of treatment most progress was made on reading accuracy, which gradually transformed into a more prominent (or pronounced) improvement in the reading rate during the second half of treatment. Experiment 2 examined the reading of 46 individuals with dyslexia after termination of their treatment. It was shown that following mastering of the reading system the reading rate, as opposed to reading accuracy, continues to improve. These findings are discussed vis‐à‐vis the remediation of reading fluency. 相似文献
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Jurgen Tijms 《Journal of Research in Reading》2004,27(3):300-310
This study examines whether two frequently reported causes of dyslexia, phonological processing problems and verbal memory impairments, represent a double‐deficit or whether they are two expressions of the same deficit. Two‐hundred‐and‐sixty‐seven Dutch children aged 10–14 with dyslexia completed a list‐learning task and several phonological tasks, together with a number of reading and spelling tests. The results indicate that phonological deficits and verbal memory impairments in dyslexia stem from the same root, which seemingly reflects an inaccurate encoding of the phonological characteristics of verbal information. This phonological encoding deficit is a negative predictor for both the reading and spelling skills of dyslexic children. 相似文献
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Jurgen Tijms 《教育心理学》2004,24(6):767-791
A sample of 131 10–14‐year‐old Dutch children with reading and spelling difficulties received a treatment for dyslexia. The treatment was computer‐based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The treatment consisted of several modules, each addressing specific links between phonological concepts and the writing system. A process‐oriented evaluation of this treatment showed a time course of effects that was specifically related to the timing of treatment components. The children showed a cascade of improvements that corresponded to the presentation order of the treatment modules. These findings indicate that the computerised treatment based on inferential algorithms provides an effective tool in the remediation of dyslexia. 相似文献
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