Guest Editors     

Michael P. Wolfe 《The Educational forum》2013,77(2)

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Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study     

Nuria Calet  Nicolás Gutiérrez-Palma  Ian C. Simpson  M. Carmen González-Trujillo  Sylvia Defior 《Scientific Studies of Reading》2015,19(1):51-71

Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed.  相似文献   

Grade 7 Students Reading Graphic Novels: ‘You Need To Do a Lot of Thinking’     

Sylvia Pantaleo 《English in Education》2011,45(2):113-131

A multifaceted, classroom‐based research project explored how developing Grade 7 students’ knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and their subsequent creation of their own print texts. Analysis of two sources of data, the students’ written responses to Amulet ( Kibuishi 2008 ), one of the graphic novels read and discussed during the study, and the students’ opinions about the knowledge that is required to read and understand a graphic novel, indicated how the instruction about various graphic novel conventions had impacted the students’ awareness of and knowledge about the structural design of these multimodal texts.  相似文献   

Richard Meister 80 Jahre     

Sylvia Bayr-Klimpfinger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1961,7(3):326-327

Ohne Zusammenfassung  相似文献   

Jeffrey A. Rydberg-Cox, Digital Libraries and the Challenges of Digital Humanities , Chandos Publishing, Oxford (2006) ISBN 1843341344 103 pp. price not reported soft cover.     

Judith A. Wolfe   《Library Collections, Acquisitions, and Technical Services》2007,31(2):116-117

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Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time     

Sylvia Linan&#x;Thompson  Peggy Hickman&#x;Davis 《Learning disabilities research & practice》2002,17(4):242-251

Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners.  相似文献   

Characteristics of SAT Quantitative Items Showing Improvement After Coaching Among Black Students From Low-Income Families: An Exploratory Study     

Sylvia T. Johnson  Michael B. Wallace 《Journal of Educational Measurement》1989,26(2):133-145

The present exploratory investigation is an extension of a 1985 study that evaluated a Scholastic Aptitude Test preparation program involving black urban students. The present study was conducted to determine if there are identifiable characteristics of quantitative items associated with a susceptibility to coaching. Items showing p-value improvements of. 10 after coaching were compared with items not showing such improvements; comparisons were made in terms of the content, type. format, level of cognitive requirement, and position of the items. Items showing improvement were found across content areas, formats, and type. Findings are discussed in relation to the usefulness and improvement of well-designed supplemental instructional programs that have the potential to affect criterion performance in mathematics  相似文献   

Distinguishing between poor/dysfunctional parenting and child emotional maltreatment     

Wolfe DA  McIsaac C 《Child abuse & neglect》2011,35(10):802-813

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Engaging Undergraduates in Science Research: Not Just About Faculty Willingness     

Eagan MK  Sharkness J  Hurtado S  Mosqueda CM  Chang MJ 《Research in higher education》2011,52(2):151-177

Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed.  相似文献   

Teacher Training in China: a case study of the foreign languages department of Peking Teachers’ Training College     

Sylvia Chan  R. F. Price 《比较教育学》1978,14(3):243-251

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