Developing higher-order reading skills in mainstream primary schools: A metacognitive and self-regulatory approach     

Taryn Moir  James Boyle  Lisa M. Woolfson 《British Educational Research Journal》2020,46(2):399-420

The ability to read relies upon not just decoding, but also comprehending text. Being a good comprehender requires strategic reading and implies the use of comprehension strategies. Research indicates that readers who are taught several reading comprehension strategies have better reading skills than those only taught a single strategy. One multiple strategy reading comprehension intervention was evaluated using a mixed-model quasi-experimental design. Intervention and control conditions groups were assessed at pre- and post-test points with standardised reading comprehension abilities, measured as the primary outcome measure. Implementation science principles were observed and evaluated. The schools all served areas of low socio-economic status. 74 pupils (aged 9–10) in five classes in four primary-level mainstream schools in a Scottish local authority were recruited as participants. Training was provided to participating schools by the first author and the programme was delivered in four sessions of 45 minutes per week for 8 weeks. An ANCOVA revealed a statistically significant effect of condition. Statistically significant scores were also evident in the secondary outcome measures of decoding of target word skills, children’s self-reports of their reading strategy use and recreational reading frequency. Implementation tools indicated that the intervention was acceptable and feasible to implement. Implications of introducing this multiple strategy reading comprehension programme and of the evaluation of implementation are discussed.  相似文献   

The school as a learning organisation: The concept and its measurement     

Marco Kools  Louise Stoll  Bert George  Bram Steijn  Victor Bekkers  Pierre Gouëdard 《European Journal of Education》2020,55(1):24-42

A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65-item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools.  相似文献   

Writing across the academic languages: introduction     

Silliman  Elaine R.  Bahr  Ruth Huntley  Wilkinson  Louise C. 《Reading and writing》2020,33(1):1-11

Reading and Writing -  相似文献   

Brokering and bridging knowledge in health and physical education: a critical discourse analysis of one external provider’s curriculum     

Leigh Sperka  Eimear Enright  Louise McCuaig 《Physical Education & Sport Pedagogy》2018,23(3):328-343

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What’s in a name? Preschoolers’ noun learning performance in relation to their risk for reading disability     

Megan Louise Gilliver  Brian Byrne 《Reading and writing》2009,22(6):637-659

This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected, risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations in processing resources such as working memory rather than in the availability of language structures may be at the root of the reported poor performance by at-risk children on vocabulary and other linguistic measures.

Megan Louise GilliverEmail: Email:

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Applied psychology and the case for individual casework: some reflections on the role of the educational psychologist   总被引：3，自引：3，他引：0  

Christopher Boyle  Fraser Lauchlan 《Educational Psychology in Practice》2009,25(1):71-84

The authors consider the changing role of educational psychology in the current era and emphasise the importance of casework‐based interventions not only for influencing systemic work but also for maintaining credibility within the educational marketplace. With in‐school counselling and intervention becoming more popular, the natural providers of this service should be educational psychologists but this may not be the case in many local authorities. The authors consider the possibility of the profession becoming obsolete if there is a continuation of the move away from individual interventions to a more consultative based approach.  相似文献   

Using socio-dramatic play to support a beginning writer: ‘Daniel,the doctor and the bleeding ball’     

Bill Boyle  Marie Charles 《International Journal of Early Years Education》2010,18(3):213-225

This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel does not recognise yet the relationship between spoken language and the corresponding grapheme–phonemes. At present he is not making the connections between his aural, oral and visual concepts of how words as text are constructed. In addressing the development of early years writing, the practitioner should be aware of the learning needs of the child as the child develops as an emerging writer in a highly complex problem-solving activity. The complexity of the structural and developmental processes needed to become a writer requires that the child is taught not within a predominantly whole-class structure with its demands for completion within fast-paced time limits. The emerging writer requires sustained recursive opportunities to engage with the experiences, which take the child from the steps of ‘mark making’ to the abstractions of written composition. The decision was made to use the strategy of socio-dramatic play as the framework for the intervention with Daniel. The use of a play/literacy connection (socio-dramatic play) serves to unlock and support the child's writing/spelling development. The child is being supported in his development by the teacher strategically easing the cognitive load, i.e. in this case, through scribing for the child.  相似文献   

Frontal Electroencephalogram Asymmetry, Salivary Cortisol, and Internalizing Behavior Problems in Young Adults Who Were Born at Extremely Low Birth Weight     

Louis A. Schmidt  Vladimir Miskovic  Michael Boyle  Saroj Saigal 《Child development》2010,81(1):183-199

The authors examined internalizing behavior problems at middle childhood, adolescence, and young adulthood and brain-based measures of stress vulnerability in 154 right-handed, nonimpaired young adults ( M age = 23 years): 71 (30 males, 41 females) born at extremely low birth weight (ELBW; < 1,000 g) and 83 (35 males, 48 females) controls born at normal birth weight (NBW). Internalizing behavior problems increased from adolescence to young adulthood among ELBW individuals. ELBW adults exhibited greater relative right frontal electroencephalogram activity at rest and more concurrent internalizing behavior problems than NBW controls. Being born at ELBW may have subtle influences on brain–behavior relations even in survivors without major impairments and evidence of these influences may not emerge until young adulthood.  相似文献   

Conductive education: appraising the evidence     

Louise Tuersley‐Dixon  Norah Frederickson 《Educational Psychology in Practice》2010,26(4):353-373

Conductive education (CE) is widely reported as having a range of benefits. In the last two decades, it has expanded internationally. Educational psychologists may well encounter parents requesting this specialist intervention which is not normally offered within Local Authority special needs provision, for children with cerebral palsy and other motor difficulties. This paper reviews the empirical research to investigate the specific claims that CE improves motor skills, thinking skills and independence and the counter claim that it may cause harm. Implications for practice are discussed.  相似文献   

Seeing one another as “other”     

Mary Louise Gomez  Edie White 《Teaching and Teacher Education》2010

In this paper, the authors discuss two complementary life history research projects investigating prospective teachers' identities in relation to their race and social class. Drawing on the experiences of one student from each study, they show how both whites and students of color primarily thought about one another as “others”—people who fundamentally differed from one another and whom they understood through preconceived ideas about a group. The authors draw on a Bakhtinian notion of how a “surplus of sight” enables one to develop understandings of an “other” and also of oneself.  相似文献