Do Boys or Girls Make Better Reading Tutors? An Empirical Study to Examine Children's Effectiveness as Tutors Using the Pause,Prompt and Praise Procedures     

Frank Merrett  Susan Mottram 《教育心理学》1997,17(4):419-432

This study aimed to assess the effects of single‐sex and cross‐gender pairings in the context of the ‘pause, prompt and praise’ procedures for improving reading, the effects of boys as tutors compared with girls as tutors and those of choice in sex of tutor. Four groups were involved in the study: boys tutoring boys, girls tutoring girls, girls tutoring boys and boys tutoring girls. The tutees were 24 Year 7 pupils and the tutors were 24 Year 10 pupils from a large suburban comprehensive school in the Midlands of England. The reading age of each of the tutees was measured both before and after the intervention so that gains in reading age could be evaluated. The results showed that peers could be successfully trained to use the pause, prompt and praise techniques and that these were effective in raising the reading standards of tutees in all four groups. However, little evidence was found to suggest that any of the pairings was any more successful than the others or that the sex of the tutor had any significant effect on the tutoring outcome. On the other hand, however, there was some evidence that choice of tutor sex might have an effect on gains in tutee's measured reading ages  相似文献   

Correlates of early reading performance in a transparent orthography     

Müller  Kurt  Brady  Susan 《Reading and writing》2001,14(7-8):757-799

A cross-sectional study was conducted with 83first – and 81 fourth graders at the end of theschool year to examine factors accounting forearly reading performance in Finnish, atransparent orthography with a clear mapping ofphonemes onto graphemes. Measures for bothgrades included reading comprehension, phonemeawareness, and object- and digit naming.Additionally measures of skills in morphology,spelling and a screening battery wereadministered to the first graders. The sets ofmeasures accounted for 56% of the variance inreading performance in first grade and 64% infourth grade. Phoneme awareness was stronglyrelated to reading performance and spelling atthe end of first grade, but only forless-skilled readers in fourth grade. Theseresults suggest a larger role for phonemeawareness for children learning a transparentorthography than has been suggested in earlierstudies. At the same time, listeningcomprehension contributed more strongly tofirst-grade reading performance than has beenreported for children learning to readEnglish.  相似文献   

Frontal Activation Asymmetry and Social Competence at Four Years of Age   总被引：4，自引：1，他引：4  

Nathan A. Fox  Kenneth H. Rubin  Susan D. Calkins  Timothy R. Marshall  Robert J. Coplan  Stephen W. Porges  James M. Long  Shannon Stewart 《Child development》1995,66(6):1770-1784

The pattern of frontal activation as measured by the ongoing electroencephalogram (EEG) may be a marker for individual differences in infant and adult disposition to respond with either positive or negative affect. We studied 48 4-year-old children who were first observed in same-sex quartets during free-play sessions, while making speeches, and during a ticket-sorting task. Social and interactive behaviors were coded from these sessions. Each child was subsequently seen 2 weeks later when EEG was recorded while the child attended to a visual stimulus. The pattern of EEG activation computed from the session was significantly related to the child's behavior in the quartet session. Children who displayed social competence (high degree of social initiations and positive affect) exhibited greater relative left frontal activation, while children who displayed social withdrawal (isolated, onlooking, and unoccupied behavior) during the play session exhibited greater relative right frontal activation. Differences among children in frontal asymmetry were a function of power in the left frontal region. These EEG/behavior findings suggest that resting frontal asymmetry may be a marker for certain temperamental dispositions.  相似文献   

Using an expectancy-value approach to examine teachers’ motivational strategies     

Susan K. Green   《Teaching and Teacher Education》2002,18(8)

This study explored verbal motivational strategies in exemplary teachers’ classrooms. A framework derived from expectancy-value theory, which addresses student motivation for academic tasks, was applied. Audiotaped math and literacy lessons of two exemplary second-grade teachers showed a high number of comments related to expectancies and relatively fewer related to valuing tasks. In addition, teachers made more motivational statements when in the process of instruction than when introducing or concluding instructional episodes. Interviews revealed that some teacher beliefs, such as the importance of rationales or ensuring student success, were related to classroom strategies. Implications for theory, practice, and research are discussed.  相似文献   

Inhibitory effects of omission training     

John A. Neven  Ronald Michaud  Susan Keefe  Judith Scharff 《Learning & behavior》1979,7(2):196-202

In Experiment 1, pigeons were trained to peck red or blue keys for food reinforcement at variable intervals, while food was contingent on withholding key pecks in the presence of a vertical line (omission training). When the line was briefly superimposed on red or blue in a compound test, responding was reduced. When the orientation of the line was varied during extinction, generalization gradients were variable but often had most responding at or near vertical. In Experiment 2, pigeons were trained in a discrete trials procedure that made food contingent upon pecking in the presence of triangle, and upon the absence of pecking in the presence of red (omission training). Food was never given on green-key trials (extinction). When red or green backgrounds were presented with the triangle in a compound test, responding was reduced similarly in the presence of both key colors. Subsequent resistance to auto-shaping was also similar for red and green. These data, taken together with reports in the literature, suggest that the inhibitory effects of omission training are quite similar to those of extinction. Thus, the crucial condition for obtaining inhibitory effects is not a negative stimulus-reinforcer correlation, as in extinction, but simply the establishment of low rates of responding to the inhibitory stimulus.  相似文献   

Answering the New SAT Reading Comprehension Questions Without the Passages     

Donald E. Powers  Susan Wilson Leung 《Journal of Educational Measurement》1995,32(2):105-129

It has been reasonably well established that test takers can, to varying degrees, answer some reading comprehension questions without reading the passages on which the questions are based, even for carefully constructed measures like the Scholastic Aptitude Test (SAT). The aim of this study was to determine what test-taking strategies examinees use, and which are related to test performance, when reading passages are not available. The research focused on reading comprehension questions similar to those that will be used in the revised SAT, to be introduced in 1994. The most often cited strategies involved choosing answers on the basis of consistency with other questions and reconstructing the main theme of a missing passage from all of the questions and answers in a set. These strategies were more likely to result in successful performance on individual test items than were any of many other possible (and less constructrelevant) strategies.  相似文献   

Discursive constructions of literacies: shifting sands in Aotearoa New Zealand     

Susan Sandretto  Jane Tilson 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):222-234

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A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion     

Susan Hosford  Siobhán O'Sullivan 《International Journal of Inclusive Education》2016,20(6):604-621

Teacher efficacy represents a key construct in exploring successful implementation of inclusive policy. Teachers’ impression of school climate is shown to relate to teacher efficacy; however, few studies pay due deference to its context/specific conceptualisation, with a particular lacuna in research noted in an Irish mainstream primary school context. This study aimed to investigate the relationship between school climate and efficacy for inclusion and whether this relationship impacts on perceptions of challenging behaviours, further identifying barriers to and supports for efficacious inclusive practice. Fifty-seven probated primary mainstream teachers in the Republic of Ireland responded to online questionnaires exploring perceptions of school climate, teacher efficacy for inclusion and challenging behaviours. Teachers’ perceptions of a supportive school climate related positively to their teaching efficacy for inclusion, in turn influencing their ratings of the severity of and their confidence in managing commonly experienced challenging behaviours in inclusive classrooms. Teachers looked within their school for support, few noting Educational Psychologists (EPs) as sources for support. These findings add weight to the importance of understanding the relationship between teachers’ perceptions of their school climate and their efficacy for inclusion, addressing the dearth of research in an Irish context. In particular, these findings underline the potential offered by an understanding of teachers’ beliefs to inform and enhance the role of EPs in supporting efficacious inclusive practice.  相似文献   

Randomized trial of a statewide home visiting program: impact in preventing child abuse and neglect     

Duggan A  McFarlane E  Fuddy L  Burrell L  Higman SM  Windham A  Sia C 《Child abuse & neglect》2004,28(6):597-622

OBJECTIVES: To assess the impact of home visiting in preventing child abuse and neglect in the first 3 years of life in families identified as at-risk of child abuse through population-based screening at the child's birth. METHODS: This experimental study focused on Hawaii Healthy Start Program (HSP) sites operated by three community-based agencies. From 11/94 to 12/95, 643 families were enrolled and randomly assigned to intervention and control groups. Child abuse and neglect were measured by observed and self-reported parenting behaviors, all hospitalizations for trauma and for conditions where hospitalization might have been avoided with adequate preventive care, maternal relinquishment of her role as primary caregiver, and substantiated CPS reports. Data were collected through annual maternal interviews (88% follow-up each year of all families with baseline interviews); observation of the home environment; and review of CPS, HSP, and pediatric medical records. RESULTS: HSP records rarely noted home visitor concern about possible abuse. The HSP and control groups were similar on most measures of maltreatment. HSP group mothers were less likely to use common corporal/verbal punishment (AOR=.59, p=.01) but this was attributable to one agency's reduction in threatening to spank the child. HSP group mothers reported less neglectful behavior (AOR=.72, .02), related to a trend toward decreased maternal preoccupation with problems and to improved access to medical care for intervention families at one agency. CONCLUSIONS: The program did not prevent child abuse or promote use of nonviolent discipline; it had a modest impact in preventing neglect. Possible targets for improved effectiveness include the program's implementation system and model.  相似文献   

Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading     

Cathy L. Fiala  Susan M. Sheridan 《Psychology in the schools》2003,40(6):613-626

This study examined the effectiveness of a paired reading intervention using curriculum‐based measurement (CBM) probes to document reading progress for one fourth‐ and two third‐grade students. These students were considered below‐average readers. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Children and parents were also provided with reading material at their instructional level. Results showed that the children's reading accuracy and rates increased from baseline to follow‐up on CBM measures and on pre/posttesting. In addition, students and parents gave favorable treatment acceptability ratings for paired reading. Implications for future research are outlined. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 613–626, 2003.  相似文献