Visual Processing Deficits in Children With Slow RAN Performance     

Rhona Stainthorp  Morag Stuart  Daisy Powell  Philip Quinlan  Holly Garwood 《Scientific Studies of Reading》2013,17(3):266-292

Two groups of 8- to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN children had significantly slower simple reaction times (SRT) this was entered as a covariate in all subsequent data analyses. Low RAN children were significantly slower to make same/different judgments to simple visual features, non-nameable letter-like forms and letters, with difference in SRT controlled. Speed differences to letter-like forms and letters disappeared once RTs to simple visual features were controlled. We conclude that slow RAN children have difficulty in discriminating simple visual features that cannot be explained in terms of a more general speed of processing deficit, a deficit in making same/different judgments, or to differences in word reading ability.  相似文献   

A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results     

Sharpe  Sheree T.  Marsh  Dalton D. 《Educational Studies in Mathematics》2022,110(3):457-480

Educational Studies in Mathematics - In this study, the authors examined a group of related literatures that used the same large-scale nationally representative dataset with algebra achievement as...  相似文献   

Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science     

Rachael Sharpe  Ian Abrahams  Nikolaos Fotou 《Research in Science & Technological Education》2018,36(2):205-225

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The primary mode of human communication and complex cognition     

S L Sharpe 《American annals of the deaf》1985,130(1):39-46

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Parents,teachers and able readers in Key Stage 1: conversations with parents     

Rhona Stainthorp  Diana Hughes 《Literacy》2000,34(3):124-129

This paper is a report of a series of semi‐structured interviews conducted with the parents of fifteen “precocious” readers during their child’s time in Key Stage 1. The parents were interviewed three times: once each academic year. The views expressed are those of the parents. There are important lessons to be learned from these parents. However, it has to be recognised that, as the parents of children with a precocious skill, their experiences may be atypical.  相似文献   

The case for orthographic knowledge     

Rhona Johnston 《Journal of Research in Reading》1998,21(3):195-200

Scholes (1998) argues that phonemic awareness cannot be the driving force behind reading development, because this skill develops as a consequence of learning to read. Evidence is reviewed which supports the view that the role of phonemic awareness has been overstated, but it is clear that awareness of phonemes in spoken words does make some contribution to the development of word recognition skills. Scholes also argues that due to the irregularities of the English spelling system, a phonics approach to reading cannot work since it relies on knowing what the word is. This ignores the fact that there is a considerable amount of evidence that a phonics-based approach is a very effective way of teaching reading. Phonics is not a branch of phonetics – children can even ‘sound out’ irregular words and still obtain the correct pronunciation. They may activate words which look and sound like the target word – i.e. activate orthographic information – and select the most appropriate word using contextual information. Although, as Scholes argues, the ultimate purpose of reading is comprehension, the unskilled reader has to learn to recognise the building blocks of the sentence, i.e. words, and failure to capitalise on the alphabetic nature of English would make it as hard to learn to read as Chinese.  相似文献   

Witchcraft in the Early Modern Isle of Man     

James Sharpe 《Cultural and Social History》2013,10(1):11-28

ABSTRACT

This article examines evidence relating to witchcraft beliefs and official attitudes to witchcraft in the Isle of Man during the seventeenth and eighteenth centuries. It is based mainly on court records, and above all those of the Manx ecclesiastical courts. It demonstrates that there was a rich popular culture relating to witchcraft on the island, with a number of individualistic features. It places Manx witchcraft beliefs in relation to two other phenomena that were central to the island's popular culture: fairy beliefs and the belief in the efficacy of the curse. It also demonstrates that the island's authorities maintained a relatively low-keyed approach to witchcraft (only two people are known to have been executed as witches in the island), treating it as a sign of popular ignorance and a regrettable source of neighbourly disputes rather than as a satanic heresy.  相似文献   

'It's Just Really Hard to Come to Terms With': Young people's views on homosexuality     

Sue Sharpe 《Sex education》2013,13(3):263-277

This article explores young people's views and beliefs about homosexuality. It is based on data from the Respect study, a multi-method project which involved over 1700 young people aged 11-16 in schools in various UK locations (including Northern Ireland), and from some marginal groups including a gay and lesbian group. Gendered patterns in attitudes to homosexuality and expressions of homophobia are described and examined, the latter generally expressed through the homosocial groups that most inhabit in the early and mid-teens. Some of the ways in which their views are constructed are suggested. Homosexuality for these young people appears to be more a label than 'real', allowing homophobic discourse to keep it distanced and denigrated. But despite strong expressions of homophobia amongst young people, emerging counter-currents were in evidence, often ill-informed and contradictory, but ones that are in urgent need of clarification and broadening out through information and discussion. The views and experiences of young people in the study who had struggled with the process of coming out as gay or lesbian demonstrate the impact of the cultural context of homophobia. These findings have several implications for sex education practice.  相似文献   

The relationship between young children’s enjoyment of learning to read,reading attitudes,confidence and attainment     

Sarah P. McGeown  Rhona S. Johnston  Jo Walker  Kathryn Howatson  Ann Stockburn  Paul Dufton 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):389-402

Background: While there is a considerable body of research exploring the relationship between older primary school children’s reading attitudes, confidence and attainment, there is a noticeable lack of research with younger children. Furthermore, there is relatively little research exploring the extent to which children’s reading attitudes, confidence and attainment are related to their enjoyment of learning to read.

Purpose: To understand the relationship between young children’s reading attitudes, reading confidence, enjoyment of learning to read and reading attainment.

Sample: Two hundred and three children (103 boys) with an average age of 6 years and 9 months (.32 years standard deviation) participated in this study. Children were from 11 primary schools in England, located within a wide range of socio-economic neighbourhoods.

Design and methods: All children completed questionnaires examining their attitudes to reading, reading confidence (using Progress in International Reading Literacy Study items) and enjoyment of learning to read. Children also completed an assessment of word reading. All assessments were administered individually.

Results: Children’s attitudes to reading, reading confidence and enjoyment of learning to read correlated with their word reading skill; however, only reading attitudes and reading confidence predicted variance in reading success. With regard to gender differences, girls reported more positive reading attitudes than boys, even after controlling for differences in reading skill.

Conclusions: Results highlight that the relationship between children’s reading skills and the affective aspects of learning to read develops from a young age. Therefore, methods of reading instruction need to foster affective aspects of reading, in addition to developing cognitive skills to best support young children’s reading development.  相似文献   

Physical Activity Habits of African-American College Students     

George A. Kelley DA  Kristi Sharpe Kelley 《Research quarterly for exercise and sport》2013,84(3):207-212

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