Early retention: Are there long-term beneficial effects?     

Amanda McCombs Thomas  Lisa Armistead  Tracy Kempton  Sean Lynch  Rex Forehand  Sarah Nousiainen  Bryan Neighbors  Lynne Tannenbaum 《Psychology in the schools》1992,29(4):342-347

The purpose of this study was to examine whether retention of kindergarten and first-grade children is associated with long-term beneficial effects. Thirty-one children who had been retained were compared to 31 children who had similar grades but had never been retained. The dependent measures were grade point average in the second through fifth grades and four teacher-assessed areas of functioning in the fourth and fifth grade: social competence, cognitive competence, externalizing problems, and internalizing problems. The results indicated that retention was not associated with long-term beneficial effects but rather, especially for White children, appeared to be associated with poorer academic and social functioning. Implications and limitations of the study are discussed.  相似文献   

Beginners and programming: insights from second language learning and teaching     

Lynne P Baldwin  Robert D Macredie 《Education and Information Technologies》1999,4(2):167-179

This paper will consider issues that are important in the teaching and learning of programming to students in their first year of an undergraduate course in a computer science discipline. We will suggest that the current educational climate offers the opportunity to move the focus onto the learner and their experience, and that second language learning and teaching in the field of English as a Second, or Foreign, Language may be a fruitful area on which to draw. We will review a particular aspect of second language pedagogy-learner strategies-and discuss their applicability to students who are starting to learn how to program. We will consider ways in which these strategies might be useful to support learning programming at this level.  相似文献   

Development of dyslexic subgroups:     

Franklin R. Manis  Mark S. Seidenberg  Lynne Stallings  Marc Joanisse  Caroline Bailey  Laurie Freedman  Suzanne Curtin  Patricia Keating 《Annals of dyslexia》1999,49(1):105-134

There is a consensus that dyslexia is on a continuum with normal reading skill and that dyslexics fall at the low end of the normal range in phonological skills. However, there is still substantial variability in phonological skill among dyslexic children. Recent studies have focused on the high end of the continuum of phonological skills in dyslexics, identifying a “surface” dyslexic, or “delayed” profile in which phonological skills are not out of line with other aspects of word recognition. The present study extended this work to a longitudinal context, and explored differences among subgroups of dyslexics on a battery of component reading skills. Third grade dyslexics (n=72) were classified into two subgroups, phonological dyslexics and delayed dyslexics, based on comparisons to younger normal readers at the same reading level (RL group). The children were tested at two points (in third and fourth grade). The results revealed that the classification of dyslexics produced reliable, stable, and valid groups. About 82 percent of the children remained in the same subgroup category when retested a year later. Phonological dyslexics were lower in phoneme awareness and expressive language. Delayed dyslexics tended to be slower at processing printed letters and words but not at rapid automatic naming of letters, and relied more heavily on phonological recoding in reading for meaning than did phonological dyslexics. A subset of the delayed dyslexics with the traditional “surface dyslexic” pattern (relatively high pseudoword and low exception word reading) was also identified. The surface subgroup resembled the RL group on most measures and was not very stable over one year. The results are discussed in light of current models of dyslexia and recent subgrouping schemes, including the Double-Deficit Hypothesis.  相似文献   

How does phonological awareness relate to nonword reading skill amongst poor readers?     

Duncan  Lynne G.  Johnston  Rhona S. 《Reading and writing》1999,11(5-6):405-439

This study examined phonological awareness at the level of phonemes and rhyme and related this to nonword naming ability. Poor readers were compared with 11 year old chronological-age controls and 8 year old reading-age controls. The poor reader group was impaired for chronological age in all tasks, and impaired for reading age at nonword naming and phoneme deletion. The poor readers' rhyming skills, however, were commensurate with reading age. Individual variation was observed together with exceptions to the group findings; most poor readers performed within the range of the reading-age controls on the phonological tasks and in nonword naming. Dissociations in phonological skills were evident, including indications that intact awareness of rhyme may not be a prerequisite for the development of phoneme awareness. Furthermore, phoneme awareness correlated significantly with poor readers' word and nonword reading ability, whereas rhyming skill did not. Therefore, phoneme awareness may be more important than rhyming skill in understanding reading disorders.  相似文献   

Effects of a support group for siblings of children with special needs     

Stacey E. McLinden  Lynne M. Miller  Julie M. Deprey 《Psychology in the schools》1991,28(3):230-237

School psychologists may provide support services to siblings of children with special needs as part of a family-focused approach to intervention. The purpose of the present study was to evaluate the effectiveness of a 6-week support group for siblings. Pre-and posttest assessments of six children who participated in the support group and five who did not indicated that the support group had a significant effect on the participants' perceptions of social support. Parental interview data also indicated some improvements in the group participants' behavior toward their siblings. No significant differences were found between the groups on measures of behavior problems, self-concept, or knowledge about and attitudes toward children with handicaps. These results provide moderate support for the effectiveness of support services for siblings of children with special needs.  相似文献   

Potentiation of sprint cycling performance: the effects of a high-inertia ergometer warm-up     

Lynne A. Munro  Stephen R. Stannard  Philip W. Fink  Andrew Foskett 《Journal of sports sciences》2017,35(14):1442-1450

ABSTRACT

Participant and protocol factors affect post-activation potentiation response. Performance enhancement is more consistent in highly-trained participants following multiple sets of a biomechanically similar conditioning activity. Providing optimal conditions, 6 international-level sprint cyclists executed multiple sets of short maximal conditioning contractions on a high-inertia ergometer before metered sprint performance. Three trial conditions were completed on separate days after a standardised warm-up: dynamic (DYN: 4 × 4 crank-cycles), isometric (ISO: 4 × 5-sec maximal voluntary contraction (MVC)), and control (CON: rest). Performance was measured from standing start to maximum velocity on an inertial-load ergometer at baseline (Pre), 4 (Post4), 8 (Post8) and 16 (Post16) min post-conditioning. Performance and biomechanical measures were assessed across 4 sprint segments, with magnitude-based inferences used to assess the likelihood that any affect was beneficial. Performance time only improved in DYN Post4, a 3.9% reduction during the first crank cycle (92% likely). On the ascending limb of the power-cadence relationship, peak torque and average power increased by 6.2% (94% likely) and 4.0% (87% likely), respectively. In ISOPost16, optimal cadence increased (82% likely) and average power improved over the descending limb (76% likely). DYN and ISO potentiated extremities of the torque-cadence relationship at distinct recovery times post-conditioning. This study suggests merit in including a high-inertia warm-up for sprint cycling.  相似文献   

Disagreement as context for science-civic learning: an analysis of discursive resources brought to bear by high school science students     

Zummo  Lynne M. 《Cultural Studies of Science Education》2022,17(4):1115-1139

Cultural Studies of Science Education - Amid a broader sociopolitical milieu of division, disagreement, and uncivil debate, this study investigates instances of disagreement among students in a...  相似文献   

From complex expert thinking to lucid learning methods     

Michal Katz  Jacob Rosenberg 《Performance Improvement》1996,35(6):12-13

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Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences     

Cohen  Rinat  Katz  Idit  Aelterman  Nathalie  Vansteenkiste  Maarten 《European Journal of Psychology of Education - EJPE》2023,38(3):963-988

European Journal of Psychology of Education - Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on...  相似文献