The Literacy Skills of English Language Learners in Canada     

Orly Lipka  Linda S. Siegel  Rose Vukovic 《Learning disabilities research & practice》2005,20(1):39-49

The purpose of this article is to review published studies of the English literacy of children in Canada who are English language learners (ELLs) with the goal of understanding the reading development of ELLs and characteristics of reading disabilities (RD) in this population. Phonological processing, syntactic awareness, and working memory of ELLs with and without RD were compared to that of native English‐speaking (L1) students with and without RD. Our review found that ELLs with RD experienced reading difficulties similar to those of L1 students with RD. On the basis of the evidence, ELLs are not at greater risk for RD than their native English‐speaking peers. We propose that the diagnosis of a reading disability can be made in a similar manner in both ELL and L1 students.  相似文献   

An evaluation of the discrepancy definition of dyslexia.     

L S Siegel 《Journal of learning disabilities》1992,25(10):618-629

The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness.  相似文献   

State of the journal. Current state of the field     

A E Siegel 《Child development》1967,38(4):901-907

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Facilitation of discrimination learning with delayed reinforcement     

S B Goldstein  A W Siegel 《Child development》1972,43(3):1004-1011

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Stathis Psillos and Martin Curd (eds): The Routledge Companion to Philosophy of Science     

Harvey Siegel 《Science & Education》2013,22(3):729-731

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Age at menarche in competitive figure skaters: variation by competency and discipline.     

Eva A Vadocz  Shannon R Siegel  Robert M Malina 《Journal of sports sciences》2002,20(2):93-100

We estimated age at menarche in a cross-sectional sample of 159 competitive figure skaters aged 11-22 years. The sample represented three standards (test stream, pre-elite, elite) and three disciplines (free skaters, pair skaters, dancers). The status quo (yes/no) and retrospective methods were used. Estimated age at menarche based on probit analysis of the status quo data was 14.2 +/- 0.5 years, with 95% confidence intervals of 13.2 to 15.2 years. Mean recalled age at menarche for 67 skaters aged 16 years or over was 13.6 +/- 1.2 years. Comparisons of skaters by standard and discipline were limited to skaters > or = 16 years. Menarche was, on average, significantly later (P < 0.01) in elite (n = 36; 14.0 +/- 1.4 years) than in test stream (n = 15; 12.9 +/- 0.8 years) skaters. Age at menarche in pre-elite skaters (n = 16; 13.5 +/- 0.9 years) did not differ significantly from the other two groups. By discipline, menarche was, on average, significantly later (P < 0.01) in pair skaters (n = 12; 14.5 +/- 1.3 years) than in both free skaters (n = 38; 13.4 +/- 1.0 years) and dancers (n = 17; 13.4 +/- 1.4 years). Early maturing girls (menarche < 12.0 years; n = 2) were not represented in this sample of competitive figure skaters. Mean recalled age at menarche of mothers of skaters (n = 84) was 13.7 +/- 1.3 years and the mother-daughter correlation (n = 56 pairs) was 0.45 (P < 0.01). Later maturation was thus characteristic of competitive figure skaters, particularly in elite and more specialized pair skaters, and there was a significant familial resemblance.  相似文献   

Rationality and Ideology Revisited (Reply to Cato and Selman)     

Harvey Siegel 《Educational theory》1988,38(2):267-274

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Experienced Middle School Science Teachers’ Assessment Literacy: Investigating Knowledge of Students’ Conceptions in Genetics and Ways to Shape Instruction     

Daniel M. Gottheiner  Marcelle A. Siegel 《Journal of Science Teacher Education》2012,23(5):531-557

Using a framework of assessment literacy that included teachers?? view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers?? predictions about students?? ideas, students?? written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers?? predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students?? ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students?? alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments.  相似文献   

The development of reading comprehension skills in children learning English as a second language     

Orly Lipka  Linda S. Siegel 《Reading and writing》2012,25(8):1873-1898

Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: (1) children with poor comprehension (PC) in the absence of word reading difficulties (2) children with poor word reading and poor comprehension (poor readers, PR) (3) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures, indicating that comprehension depends on a variety of phonological, memory and linguistic processes and that adequate word recognition skill are important for reading comprehension. The prevalence of the ESL and L1 students was similar across the three reading groups. The ESL and L1 students demonstrated similar performance, indicating that the skills underlying reading comprehension are similar in the ESL and L1 students. This study demonstrated that ESL students are capable of developing word reading and reading comprehension skills that are as strong as those of their L1 peers.  相似文献   

Entrepreneurial innovation: The importance of context     

Erkko Autio  Martin Kenney  Philippe Mustar  Don Siegel  Mike Wright 《Research Policy》2014

The purpose of this article and the special issue is to improve our understanding of the theoretical, managerial, and policy implications of entrepreneurial innovation. We accomplish this objective by examining the role of context in stimulating such activity, as well as its impact on the outcomes of entrepreneurial innovation. Our analysis begins by outlining an overarching framework for entrepreneurial innovation and context. With reference to this framework we then compare the attributes of national innovation systems, entrepreneurship and entrepreneurial innovation, and categorize contextual influences on entrepreneurial innovation. We then situate the papers presented in this special issue within this framework. We conclude by outlining an agenda for additional research on this topic, focusing on the relationships between contexts and entrepreneurial innovation and then discuss policy implications, focusing on how public and private actors can meet these challenges.  相似文献