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   

How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language     

Lynne Vernon-Feagans  Mary Bratsch-Hines  Elizabeth Reynolds  Michael Willoughby 《Child development》2020,91(4):1098-1115

The maternal language input literature suggests that mothers with more education use a greater quantity and complexity of language with their young children compared to mothers with less education although race and socioeconomic status have been confounded in most studies because of small sample sizes. The current Family Life study included a representative sample of 1,292 children, oversampling for poverty and African American, followed from birth. This study found no race differences within maternal education levels on five measures of maternal language input from 6 to 36 months. Maternal language input variables of number of different words, mean length of utterance and number of wh-questions were partial mediators of the relationship between maternal education and later child language at school age.  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