Phonological processing and emergent literacy in younger and older preschool children     

Anthony JL  Williams JM  McDonald R  Francis DJ 《Annals of dyslexia》2007,57(2):113-137

Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children.  相似文献   

Improving credibility assessment in child sexual abuse allegations: the role of the NICHD investigative interview protocol     

Hershkowitz I  Fisher S  Lamb ME  Horowitz D 《Child abuse & neglect》2007,31(2):99-110

OBJECTIVES: The study was designed to explore whether the credibility of children's statements regarding their alleged experiences of child sexual abuse could be assessed in a more valid and reliable way when investigative interviews were conducted using the NICHD protocol rather than in an unstructured manner. METHODS: Forty-two experienced Israeli youth investigators each assessed the credibility of allegations of sexual abuse made by alleged victims of sexual abuse when interviewed either with or without the protocol. Half of the alleged incidents were judged likely to have happened ("plausible") on the basis of independent evidence, while half were deemed unlikely to have happened ("implausible"). RESULTS: More non-protocol than protocol interviews were rated as "No judgment possible" rather than either credible or incredible. Allegations made in protocol interviews were more accurately rated as credible or incredible when they were either plausible or implausible, respectively, than those made in non-protocol statements. Levels of inter-rater reliability were also higher when protocol interviews were rated. The differences were significant only for plausible cases, however. CONCLUSIONS: The use of the NICHD protocol facilitated the assessment of credibility by child investigators although incredible allegations (those describing incidents that were unlikely to have happened) remained difficult to detect, even when the protocol was used.  相似文献   

Discrimination and Ethnic–Racial Identity: Understanding Direction of Effects Using Within- and Between-Person Analyses     

Katharine H. Zeiders  Sara D. Bayless  Chelsea L. Derlan  Adriana J. Umaña-Taylor  Kimberly A. Updegraff  Laudan B. Jahromi 《Child development》2019,90(3):e373-e385

Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; M_age at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies.  相似文献   

The interplay between self-determined motivation,self-regulated cognitive strategies,and prior achievement in predicting academic performance     

Sara Manganelli  Elisa Cavicchiolo  Luca Mallia  Valeria Biasi  Fabio Lucidi  Fabio Alivernini 《教育心理学》2019,39(4):470-488

The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance.  相似文献   

Situated decoding of gender in a Swedish preschool practice     

Sara Frödén 《Ethnography and Education》2019,14(2):121-135

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.  相似文献   

Science in Silence: How Educators of the Deaf and Hard-of-Hearing Teach Science     

Raven  Sara  Whitman  Gretchen M. 《Research in Science Education》2019,49(4):1001-1012

Science learning is inextricably tied to two aspects of students’ lives: literacy and culture. While English Learners (ELs) who speak a non-English native language are typically the focus in this line of scholarly inquiry, deaf and hard-of-hearing (DHH) students occupy a distinct space in this conversation. For DHH learners, literacy levels can be hindered by an early dependence on a more survival-based language learning model that postpones basic scientific inquiry. The vocabulary for curiosity is limited, which in turn affects the educational culture. DHH learners have a unique culture that demands an appropriate science curriculum, which thus far has not been explored or attempted for either DHH learners or their educators. Data collected consisted of interviews with teachers of DHH students, as well as observational data collected from a high-minority urban K-8 school for DHH students. The analysis revealed that, first, many of the teachers had limited preparation to teach science content. Second, DHH teachers used inconsistent instructional strategies ranging from drawing pictures to building models. Third, the modifications provided to DHH science learners were mostly limited to visual support and repetition. Implications for teacher education programs include instruction focused on specific supports for DHH students and co-teaching methods, and deeper investigation of inquiry-based science practices. Implications for classroom practices include providing hands-on, inquiry-based instruction, working closely with parents, and developing students’ and teachers’ understanding of scientific inquiry.

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Investigating the role of the HLTA in supporting learning in English schools     

S. Graves  K. Williams 《Cambridge Journal of Education》2017,47(2):265-276

The development of support staff was a key aspect of the Labour government’s reform of the school workforce in England. As part of this strategy approximately 25,000 Teaching Assistants (TAs) gained Higher Level Teaching Assistant (HLTA) status and were deployed in schools in a variety of roles, often operating in a quasi-teaching role. The research re-visits individuals who had acquired HLTA status between 2006 and 2009 and had participated in a questionnaire survey regarding their role at that time. A duplicate questionnaire was distributed in 2013 to 305 of these HLTAs and was followed up in 2014 by focus groups with self-selecting individuals from the original sample. To date there has been little research relating to the development of the HLTA role and the implications this has for both teachers and pupils, particularly in terms of provision for the most vulnerable learners.  相似文献   

Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献   

Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study     

Sara Scrimin  Gianmarco Alto  Ughetta Moscardino  Massimiliano Pastore  Lucia Mason 《Mind, Brain, and Education》2016,10(1):34-46

Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self‐esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self‐esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self‐esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self‐esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self‐esteem in relation to academic success.  相似文献   

Campus commons: The calculus of grief     

Lee Burdette Williams 《About Campus》2010,15(1):28-31

Lee Burdette Williams shares her firsthand experience of her students' resilience in the face of loss.  相似文献