Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families     

Yvonne van Rijk  Langha de Mey  Dorian de Haan  Bert van Oers  Monique Volman 《School Effectiveness & School Improvement》2018,29(2):285-307

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.  相似文献   

Parental involvement in the development of children's reading skill: a five-year longitudinal study   总被引：16，自引：0，他引：16  

Sénéchal M  LeFevre JA 《Child development》2002,73(2):445-460

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences.  相似文献   

The Desirability of Using Confirmatory Factor Analysis on Published Scales     

Timothy Levine  Craig R. Hullett  Monique Mitchell Turner  Maria Knight Lapinski 《Communication Research Reports》2013,30(4):309-314

This paper advances an argument in favor of conducting and reporting confirmatory factor analyses (CFA) on existing and previously validated scales and reporting the findings of those analyses in published research. Previous evidence of scale validity does not necessarily ensure validity in subsequent uses. Instead, scale invariance is best viewed as an empirical question. The case is made that CFA facilitates rather than hinders cross-studies comparisons, and that replication is good scientific practice. Reporting the outcomes of CFA on existing scales provides useful information that facilities knowledge generation and can minimize costly scientific dead-ends.  相似文献   

Risk,threat, and information seeking about genital herpes: The effects of mood and message framing     

Monique M. Mitchell 《Communication Studies》2013,64(2):141-152

This paper examines the effect that mood and message frame has on perceived threat, efficacy, attitude, intention and, ultimately, behavior regarding genital herpes information seeking. A 2 (message frame: negative/positive) X 2 (mood: happy/sad) independent groups experiment examining the interaction between mood and message framing was conducted. A two‐way interaction between mood and message framing on the dependent variable(s) was hypothesized such that persons in a sad mood will be more persuaded (as evidenced by heightened threat, efficacy, attitude, intention and behavior) by a negatively framed message given its mood congruent qualities. And, persons in a happy mood were posited to be more persuaded by a positively framed message given its mood congruent qualities. A main effect for mood was also proposed, given that sad persons are expected to pay closer attention to the message(s) overall. These data were partially consistent with the hypotheses. In the main, frame and mood elicited separate effects. Sadness is positively correlated with severity and susceptibility of genital herpes. Frame increases response efficacy. A path model articulating the relationships among all variables is proposed.  相似文献   

A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling     

Gene P. Ouellette  Monique Sénéchal 《Scientific Studies of Reading》2013,17(2):195-219

Children's early spelling attempts (invented spellings) and underlying component skills were evaluated in a sample (N = 115) of 5-year-old children. Letter-sound knowledge and phoneme awareness were shown to be important predictors of invented spelling performance in this age group. The results also showed associations between invented spelling and measures of orthographic awareness and morphological processing. The findings support the view that invented spelling is a developmentally complex and important early literacy skill that involves phonemic awareness, letter sound knowledge, and other oral language skills and orthographic knowledge.  相似文献   

Do culturally rooted self-construals affect students' conceptualization of control over..     

Monique Boekaerts 《教育心理学家》2013,48(2-3):87-108

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Development,construct validity and test–retest reliability of a field-based wheelchair mobility performance test for wheelchair basketball     

Annemarie M. H. de Witte  Marco J. M. Hoozemans  Monique A. M. Berger  Rienk M. A. van der Slikke  Lucas H. V. van der Woude  Dirkjan Veeger 《Journal of sports sciences》2018,36(1):23-32

The aim of this study was to develop and describe a wheelchair mobility performance test in wheelchair basketball and to assess its construct validity and reliability. To mimic mobility performance of wheelchair basketball matches in a standardised manner, a test was designed based on observation of wheelchair basketball matches and expert judgement.

Forty-six players performed the test to determine its validity and 23 players performed the test twice for reliability. Independent-samples t-tests were used to assess whether the times needed to complete the test were different for classifications, playing standards and sex. Intraclass correlation coefficients (ICC) were calculated to quantify reliability of performance times.

Males performed better than females (P < 0.001, effect size [ES] = ?1.26) and international men performed better than national men (P < 0.001, ES = ?1.62). Performance time of low (≤2.5) and high (≥3.0) classification players was borderline not significant with a moderate ES (P = 0.06, ES = 0.58). The reliability was excellent for overall performance time (ICC = 0.95).

These results show that the test can be used as a standardised mobility performance test to validly and reliably assess the capacity in mobility performance of elite wheelchair basketball athletes. Furthermore, the described methodology of development is recommended for use in other sports to develop sport-specific tests.  相似文献   

Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching     

Natascha Kienstra  Monique van Dijk-Groeneboer  Olav Boelens 《Religious education (Chicago, Ill.)》2018,113(2):203-215

Searching for new methods to start a genuine dialogue in secondary school classrooms, bibliodrama as an active form of putting religious stories in action was used. The research focused on examining relationships between student learning activities and teacher behavior; six lessons were analyzed in a qualitative cross-case analysis. A dialogue in the classroom aims to evoke theologizing by the students, also to be called religious-thinking-through. The effectiveness of religious-thinking-through was operationalized into three learning activities (testing positions, producing criticism, and reflecting) and six teaching scaffolds, building stones used by teachers to gear active learning. A quantitative correspondence analysis yielded a scale that contrasts more from less effective lessons. The specific contribution of an effective religion teacher is to show understanding, give space and listen. When he asks meta-cognitive questions in a debating way of connective truth finding this leads to a higher level of religious-thinking-through by students.  相似文献   

A Humean approach to assessing the moral significance of ultra-violent video games     

Monique Wonderly 《Ethics and Information Technology》2008,10(1):1-10

Although the word empathy only recently came into existence, eighteenth century philosopher, David Hume, significantly contributed to our current understanding of the term. Hume was among the first to suggest that an empathic mechanism is the central means by which we make ethical judgments and glean moral knowledge. In this paper, I explore Hume’s moral sentimentalism, and I argue that his conception of empathy provides a surprisingly apposite framework for interpreting and addressing a current issue in practical ethics: the moral significance of ultra-violent video games. Ultimately, I attempt to show that a Humean account of morality uniquely explains the dangers of ultra-violent video gaming by elucidating a direct connection between playing such games and moral harm.  相似文献   

Designing innovative learning environments to foster communities of learners for students in initial vocational education     

Annoesjka Boersma  Geert ten Dam  Willem Wardekker  Monique Volman 《Learning Environments Research》2016,19(1):107-131

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities.  相似文献