Four-year follow-up study of language impaired children     

Rachel E. Stark  Lynne E. Bernstein  Rosemary Condino  Michael Bender  Paula Tallal  Hugh Catts 《Annals of dyslexia》1984,34(1):49-68

Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1. They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3- to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management of SLI children are discussed. Research supported by the March of Dimes, Grant #12-84. Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982.  相似文献   

A treatment program for failure to thrive: A cost/effectiveness analysis     

Walt Karniski M.D.  Lynne Van Buren R.N.  J.Michael Cupoli M.D. 《Child abuse & neglect》1986,10(4):471-478

Failure to thrive (FTT) is a frequent cause for the admission of infants to the hospital. Such hospitalizations are often lengthy and expensive, and usually do not contribute to an understanding of the etiology of FTT. Generally, organic causes of FTT can be ruled out by a thorough history and physical examination. In this study two groups were examined: 17 infants who were admitted to foster medical placement homes (MPH), private homes with specially trained parents; and a comparison group of 18 infants who were treated in a more traditional way with diagnostic hospitalization. The groups were similar in all regards prior to admission. All infants were less than a year of age. Family disruption was a prominent feature in both groups, but socio-demographic analysis showed them to be similar in all areas studied. The comparison group gained an average of 276 grams in the hospital over 8.6 days. The MPH group gained 362 grams in the hospital over 8.7 days, with an additional 1270 grams in the medical placement home over 31.1 days. Five children were admitted to the medical placement home without hospitalization. After correcting for an expected weight gain of 15 grams per day (normal growth), the comparison group showed a catch-up growth of 16 gms/day, while the MPH group gained 29 gms/day in excess of expectation, almost twice the comparison group. A 100-gram weight gain cost +308 in the MPH program and +1,635 in the traditional approach. This five-fold difference was felt to be a significant deterrent to the continuing approach of admitting children to the hospital for for the workup of FTT.(ABSTRACT TRUNCATED AT 250 WORDS)  相似文献   

Rhymes and phonemes in the common unit task: replications and implications for beginning reading     

Philip H. K. Seymour  Lynne G. Duncan  Fiona M. Bolik 《Journal of Research in Reading》1999,22(2):113-130

Theorists and practitioners in the field of reading development are currently debating the importance of rhymes and phonemes in beginning reading. In a recent study, Duncan, Seymour and Hill (1997) provided evidence that explicit or meta- awareness of sound is closely linked to reading strategy. Meta-awareness was measured by asking beginning readers to identify the ‘common unit’ shared by two spoken words. Results showed that meta-awareness of phonemes emerged prior to meta-awareness of rhyme, and that reading strategy followed a similar small-to-large progression. This study reports on a replication of the ‘common unit’ task which includes modifications to the original procedure (randomisation of conditions, increased practice, removal of positional references from instructions). The results confirm the pattern observed in the original study. Beginning readers learning by a mixed method can identify shared phonemes but not shared rimes in the common unit task. The implications of this and similar replications are discussed.  相似文献   

In Partnership with Industry: The Educational — Industrial Interface     

Alastair S MacDonald  Lynne O&#x;Neil 《The International Journal of Art & Design Education》1997,16(1):25-34

The paper discusses the long-term strategic approach to collaboration between education and industry initiated by Glasgow School of Art's Department of Product Design, and examines the opportunities and benefits of the investment in the post of an Industrial Liaison Officer (ILO) over a four year period which furthered this partnership. The paper shows the need for a professionally and adequately resourced approach to provide mutual benefits to industry and education, and to the economy in general  相似文献   

Datebook     

Lynne Schrum  Lyndsie M. Galizio  Mary C. English  Patrick Ledesma 《TechTrends》2004,49(1):79-68

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Spirituality: a guide for the perplexed     

Lynne Broadbent 《British Journal of Religious Education》2016,38(1):106-109

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Serving Indiana's Emergent Bilingual Immigrant (EBI) Youth: A Collective Case Study of EBI Teacher Educators     

Trish Morita-Mullaney  Lynne Stallings 《The Teacher Educator》2018,53(3):293-312

ABSTRACT

Unlike states with established immigrant populations, Indiana is a new immigration gateway state that is developing its infrastructure to address immigrant needs. Indiana's English learner (EL) population between 1999 and 2018 has grown by 550% from 9,114 to 59,255 students. Of the current 59,255 ELs in K–12 schools, 24% are immigrants. Employing a collective case study, this article examines how Indiana university faculty prepare pre- and inservice teachers to address the needs of emergent bilingual immigrant (EBI) youth. While there are institutional constraints that impact how EBI youth needs are met, faculty in EL licensure programs are addressing these needs by explicitly facilitating activities that promote respect and develop empathy through perspective sharing. Despite underdeveloped social infrastructures for EBI youth and EBI teachers in Indiana schools, implications suggest that a methodical inclusion of immigration history, perspective-taking, and critical self-reflection can facilitate teacher identity development, and foster their stances of advocacy for EBIs.  相似文献   

Small Group Work in Accounting Education: an evaluation of a programme for first‐year students     

Lynne Leveson 《高等教育研究与发展》1999,18(3):361-377

One important skill many students develop during their secondary schooling is the ability to work in groups, using the group both as a resource and a support system. At the tertiary level, where the traditional lecture/tutorial format is the main means for course delivery, these skills are not generally afforded formal recognition and often remain under‐utilised. Group work programmes in higher education that have been reported generally describe situations where group work is integrated into tutorials and lectures. This article explores the potential of group work schemes which operate outside the regular timetable. It describes a programme of small collaborative working groups which was offered to students in a first‐year accounting degree course and evaluates the programme's effectiveness in assisting students with their studies, and with their overall integration into university culture. The results, practical considerations for any academics wishing to duplicate the scheme, as well as areas for further research are discussed.  相似文献   

Story writing skills of adults with a history language-impairment     

Karen M. Smith-Lock  Lyndsey Nickels  Lynne Mortensen 《Reading and writing》2009,22(6):713-734

The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment. It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation. The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar, punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults with LI showed no difference from the comparison group in the length of their stories as measured by total number of words. The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood.  相似文献   

Music Therapy: Diversity,challenge and impact     

Lynne M. Baker 《International Journal of Disability, Development & Education》2010,57(3):335-340

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