排序方式： 共有62条查询结果，搜索用时 15 毫秒
51.
Laura M. Steacy Donald L. Compton Yaacov Petscher James D. Elliott Kathryn Smith Jay G. Rueckl 《Scientific Studies of Reading》2019,23(1):49-63
ABSTRACTAs children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience. 相似文献
52.
Emily J. Solari Carolyn A. Denton Yaacov Petscher Christa Haring 《Journal of research on educational effectiveness》2018,11(2):163-191
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes. 相似文献
53.
In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among kindergarten, third grade, and tenth grade measures. Results showed significant direct effects from kindergarten nonsense word fluency and letter naming fluency to tenth grade reading comprehension, along with significant indirect effects of kindergarten nonsense word fluency and vocabulary to tenth grade reading comprehension. Findings suggest that fundamental precursors maintain strong impact upon reading comprehension into the secondary school years. These findings are discussed along with implications for interventions and ideas for future research. 相似文献
54.
Mary Webb Niki Davis Tim Bell Yaacov J. Katz Nicholas Reynolds Dianne P. Chambers Maciej M. Sysło 《Education and Information Technologies》2017,22(2):445-468
In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise. 相似文献
55.
Reading and Writing - Academic language has been identified as an important focus for instructing students about the quality of written composition they need to be successful in college and career.... 相似文献
56.
Leslie Francis Yaacov Katz Thomas Evans 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(3):164-170
The relationships between computer-related attitudes and the Eysenckian personality dimensions of extraversion, neuroticism and psychoticism are explored among a sample of 298 female students in Israel. The data demonstrate that more positive attitudes towards computers are associated with higher scores on the psychoticism scale and lower scores on the extraversion scale. There is no significant relationship between attitudes towards computers and scores on the neuroticism scale 相似文献
57.
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study 
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下载免费PDF全文 Jamie M. Quinn Richard K. Wagner Yaacov Petscher Danielle Lopez 《Child development》2015,86(1):159-175
The present study followed a sample of first‐grade (N = 316, Mage = 7.05 at first test) through fourth‐grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed. 相似文献
58.
Stephen M. Nettles Yaacov Petscher 《Journal of Personnel Evaluation in Education》2007,20(3-4):247-259
Measurement of principal implementation behaviors has proved difficult to researchers in educational leadership due to a lack
of consensus on the operational definitions of leadership constructs. The Principal Implementation Questionnaire (PIQ) was
developed and validated with the intention of providing clarity in the assessment of principal leadership behaviors in the
implementation of effective reading programs. Constructs were operationally defined within the context of the population of
interest, with subsequent item writing centered around the constructs. A resulting calibration sample of principals from Florida
Reading First schools was used to test the hypothesized measurement model to determine how well the items were described by the proposed
factors. Results from LISREL analyses revealed a well-fitted model, based on numerous fit indices. 相似文献
59.
Zacharia Michal Goldberg Yablon Yaacov B. 《European Journal of Psychology of Education - EJPE》2022,37(3):903-919
European Journal of Psychology of Education - One of the negative consequences of bullying in schools is its adverse effect on students’ sense of safety. Previous studies yielded mixed... 相似文献
60.
Stephanie Al Otaiba Young-Suk Kim Jeanne Wanzek Yaacov Petscher Richard K. Wagner 《Journal of research on educational effectiveness》2014,7(3):250-267
AbstractThe purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed. 相似文献