Becoming Bermuda grass: mapping and tracing rhizomes to practice reflexivity     

Christopher D. Murakami  Marcelle A. Siegel 《Cultural Studies of Science Education》2018,13(3):733-750

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Rationality and epistemic dependence.     

Harvey Siegel 《Educational Philosophy and Theory》1988,20(1):1-6

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A multivariate study of pursuit rotor skill development   总被引：1，自引：0，他引：1  

D Siegel 《Research quarterly for exercise and sport》1990,61(2):201-205

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Childhood physical and sexual abuse as risk factors for heavy drinking among African-American women: a prospective study     

Jasinski JL  Williams LM  Siegel J 《Child abuse & neglect》2000,24(8):1061-1071

OBJECTIVE: This study examines the associations among characteristics of child sexual abuse. childhood physical abuse, lack of parental care, and heavy drinking in a relatively young, urban population of African-American women all of whom have documented histories of child sexual abuse. METHODOLOGY: The sample consists of 113 African American child victims who were brought to a city hospital emergency room for treatment and collection of forensic evidence in the 1970s and re-interviewed as adults in the 1990s. RESULTS: The results of this research suggest that multiple incidents of child sexual abuse, more than the characteristics of such abuse is an important predictor of adult heavy alcohol use and binge drinking. These results remain even after controlling for the effects of parental drinking behavior. CONCLUSION: Although the victim of multiple child sexual assaults is more likely to suffer force and penetration, these analyses suggest that it is the multiple victimization and not the force or penetration that drives the relationship between child sexual assault and drinking behaviors.  相似文献   

The argument for a constitutional right to communication and language     

Siegel L 《Journal of deaf studies and deaf education》2002,7(3):258-266

The need for and right to communication and language is fundamental to the human condition. Without communication, an individual cannot become an effective and productive adult or an informed citizen in our democracy. The importance of communication and language for deaf and hard-of-hearing children is so basic as to be beyond debate. Given the historic difficulties deaf and hard-of-hearing children face, their compromised communication and language skills and the educational, social, cognitive, and psychological consequences, this note contends that a constitutional right to communication is both necessary and legally sound. The right to assemble and to vote, the right to equal protection under the law must be extended to the right of deaf and hard-of-hearing children to full communication development and access. If the Constitution venerates the right to speech, the right to communication and language is of equal or greater value.  相似文献   

The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities     

Nonie K. Lesaux  M. Rufina Pearson  Linda S. Siegel 《Reading and writing》2006,19(1):21-48

This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both timed and untimed conditions. Other skills measured included vocabulary, word reading, non-word reading, spelling, arithmetic, and short-term memory. Under timed conditions, there were significant differences between the participants with reading disabilities and the normally achieving participants. All of the reading disabled participants in the present study benefited from extra time, but the normally achieving readers performed similarly under the timed and untimed conditions. Further, in the untimed condition, the performance of the individuals with a less severe reading disability was not significantly different that of the Average readers. The study suggests that extra time during testing is an appropriate accommodation to help individuals begin to compensate for reading disabilities.  相似文献   

Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds     

Nonie K. Lesaux  Orly Lipka  Linda S. Siegel 《Reading and writing》2006,19(1):99-131

This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4 children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers. Examiners administered various tasks of reading, language, and memory to the children in the study (n=480). The sample included three comprehension groups: (1) children with poor comprehension in the absence of word reading difficulties (Poor Comprehenders; PC), (2) children with poor word reading and poor comprehension (Poor word Recognition and comprehenders; PR), and (3) children with good word reading and comprehension abilities (Good Comprehenders; GC). Due to the small sample size of PR reader group, no comparative analyses were conducted. However, the results indicated that within the GC and PC groups there were no differences between the ESL and L1 children on measures of reading and phonological processing. Further, within the GC and PC groups, on measures of syntactic awareness and verbal working memory, the ESL speakers performed at significantly lower levels than the L1 speakers.  相似文献   

Reproductive, perinatal, and environmental factors as predictors of the cognitive and language development of preterm and full-term infants   总被引：2，自引：0，他引：2  

L S Siegel 《Child development》1982,53(4):963-973

The accuracy of a risk index based on reproductive and demographic factors to predict subsequent development was tested with 51 full-term and 53 preterm (birth weight less than 1,501 grams) infants. Stanford-Binet IQ and Reynell Language Expression and Comprehension at 3 years were significantly predicted by this risk index. Socioeconomic status, birth order, and, for the preterm group, severity of illness in the perinatal period were the most significant predictors of developmental outcome. The Home Observation for Measurement of the Environment (HOME) scores were significantly correlated, independently of SES and developmental level, with the 3-year Reynell and Stanford-Binet scores for the preterm, but not the full-term, group. Children who were classified as being at risk at 12 months but who had scores in the normal range at 3 years came from families with significantly higher scores on the HOME scale. Children not detected as being at risk in infancy but whose development was delayed at 3 years came from families with lower scores on the HOME scale. The combination system of perinatal, reproductive, and environmental variables allows the detection of infants at risk for subsequent developmental problems.  相似文献   

The development of working memory in normally achieving and subtypes of learning disabled children   总被引：13，自引：1，他引：13  

L S Siegel  E B Ryan 《Child development》1989,60(4):973-980

Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information.  相似文献   

Sound-symbol learning in children with dyslexia     

Gang M  Siegel LS 《Journal of learning disabilities》2002,35(2):137-157

This study evaluated the effect of sound-symbol association training on visual and phonological memory in children with a history of dyslexia. Pretests of phonological and visual memory, a sound-symbol training procedure, and phonological and visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, and to age- and reading level-matched comparison groups. Deficits in visual and phonological memory and memory for sound-symbol associations were demonstrated in the dyslexia group. For children with dyslexia and children whose dyslexia had been remediated, the sound-symbol training scores were significantly associated with word and pseudoword reading scores and were significantly lower than those of the comparison groups. Children with dyslexia and children whose dyslexia had been compensated showed significantly less facilitation of phonological memory following the training than did typical readers. Skilled readers showed some reduction in accuracy of visual memory following the training, which may be the result of interference of verbalization with a predominantly visual task. A parallel decrease was not observed in the children with dyslexia, possibly because these children did not use the verbal cues. Children with dyslexia and children whose dyslexia had been compensated seemed to have difficulty encoding the novel sounds in memory. As a result, they derived less phonological memory advantage and less visual memory interference from the training than did typical readers. Children in the compensated dyslexia group scored lower on sound-symbol training than their age peers. In other respects, the scores of these children were equivalent to those of the typically reading comparison groups. Children in the compensated dyslexia group exhibited higher phonological rehearsal, iconic memory, and associative memory scores than children in the dyslexia group. Implications for the remediation of dyslexia are discussed.  相似文献