Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers     

Singleton JL  Morgan D  DiGello E  Wiles J  Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103

The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners.  相似文献   

Television,Space, Education: rethinking relations between schools and media     

Rob Morgan 《Discourse: Studies in the Cultural Politics of Education》1995,16(1):39-57

  相似文献   

The use of engineering design scenarios to assess student knowledge of global,societal, economic,and environmental contexts     

Ann F. McKenna  Morgan M. Hynes  Amy M. Johnson  Adam R. Carberry 《European Journal of Engineering Education》2016,41(4):411-425

Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations.  相似文献   

Innovations and Practice Curriculum Theory and Practice at the University of New England     

Ron Morgan  Warren Mellor  Bruce Cole 《Asia-Pacific Journal of Teacher Education》1976,4(2):157-159

  相似文献   

夜的声音     

Morgan Harris Green 《海外英语》2009,(6):1-1

The sound so beautiful
Yet cold inside
Cleela, Cleela,
The crckets chirp.  相似文献   

Books and Good Stuff: A Strategy for Building School to Home Literacy Connections     

Pauline Davey Zeece  Betty Morgan Wallace 《Early Childhood Education Journal》2009,37(1):35-42

Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and the types of literacy and language activities in which parents and children engage, are all related to young children’s developing literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy. This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme.  相似文献   

Reliability and validity evidence for the EARLI literacy probes     

Melissa A. Reid  James C. DiPerna  Paul L. Morgan  Pui Wa Lei 《Psychology in the schools》2009,46(10):1023-1035

The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool‐age children. The literacy probes were administered to 84 preschoolers at three time points over a 6‐month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc.  相似文献   

Customer participation and new product performance: Towards the understanding of the mechanisms and key contingencies     

Todd Morgan  Michael Obal  Sergey Anokhin 《Research Policy》2018,47(2):498-510

In a study of 243 firms of varying sizes across 14 different industries, we investigate the effect of customer participation on new product development performance. We confirm that overall customer participation is positively related to new product development performance and that the effect is mediated by innovativeness. We also demonstrate that these effects are contingent upon absorptive capacity of the firm in question such that firms with high absorptive capacity stand to gain more from engaging their customers in new product development than firms with low absorptive capacity, especially at the later stages of the NPD process. The results are robust to alternative estimation techniques, measures employed to operationalize key concepts, and the industrial makeup of the sample. Post hoc analyses provide non-trivial managerial implications for the decision makers at the firm level.  相似文献   

Effect of a randomised 12-week resistance training programme on muscular strength,cross-sectional area and muscle quality in women having undergone Roux-en-Y gastric bypass     

Paul Daniels  Timothy A. Brusseau  Morgan S. Hall  Lance Davidson  Ted D. Adams 《Journal of sports sciences》2018,36(5):529-535

The purpose of this study was to examine the effect of a 12-week resistance training programme on fat-free mass (FFM), muscle cross-sectional area, muscular strength and muscle quality in women who underwent Roux-en-Y gastric bypass surgery. Participants were 16 women (mean age = 44.9 ± 10.2 years) from bariatric surgical groups who were randomly assigned into either a control or an intervention group. Air displacement plethysmography measured FFM and magnetic resonance imaging measured quadriceps muscle cross-sectional area and whole thigh muscle cross-sectional area. Muscular strength and quality was assessed using an estimated 1-Repetition Maximum assessment. All measurements were collected twice, at baseline and at a 12-week follow-up. There were significantly greater improvements in leg press strength (mean differences = 55.4%, P < 0.001, Cohen’s d = 2.4), leg extension strength (mean differences = 18.0%, P = 0.014, Cohen’s d = 0.86) and leg press muscle quality (mean differences = 54.5%, P < 0.001, Cohen’s d = 1.9) in the intervention group compared to the control group following the resistance training programme. The resistance training intervention significantly improved muscular strength and quality; however, it did not illicit changes in FFM or muscle cross-sectional area in women who underwent Roux-en-Y gastric bypass surgery.  相似文献   

Play,Utopia, and Dystopia: Prologue to a Ludic Theory of the State     

William J. Morgan 《体育哲学杂志》2013,40(1):30-42

  相似文献