Comparing the phonological and double deficit hypotheses for developmental dyslexia     

Pennington  Bruce F.  Cardoso-Martins  Cláudia  Green  Phyllis A.  Lefly  Dianne L. 《Reading and writing》2001,14(7-8):707-755

This study tested the predictions of thephonological and double deficit hypotheses byexperimentally examining speech perception,phoneme awareness, lexical retrieval (serialand discrete), articulatory speed, and verbalSTM in school age child (N = 35) and adolescent(N = 36) dyslexics, and both chronological age(CA) and reading age (RA) controls. Theresults confirmed the findings of previousstudies of a deficit in phoneme awareness indevelopmental dyslexia. At both age levels,dyslexics performed significantly more poorlythan both their CA and RA controls. Althoughdeficits in the other processes investigated,particularly in rapid serial naming, were alsoapparent, they were not as clear-cut as thedeficit in phoneme awareness. In general,definite evidence of a deficit in rapid serialnaming was limited to the more severelyimpaired dyslexics. Furthermore, although rapidserial naming contributed independent variationto various literacy skills, its contributionwas modest relative to the contribution ofphoneme awareness, regardless of whether theliteracy skill relied more or less heavily onphonological or orthographic coding skills. Further analyses suggested that variation inrapid serial skill is particularly importantfor fluent reading of text, whereas phonemeawareness is particularly important for thedevelopment of the ability to read byphonologically recoding letters or groups ofletters in words into their phonological codes.This explains the relatively strongcontribution of phoneme awareness to readingand spelling ability in general. In sum, thephonological hypothesis offers a moreparsimonious account of the present resultsthan the double deficit hypothesis.  相似文献   

Forging an identity as a linguistic minority: Intra- and intergroup aspects of language,communication and identity in Western Canada     

Sophie Gaudet  Richard Clément 《Int J Intercult Relat》2009,33(3):213-227

Language has often been understood as the carrier of culture [Chiu, C. H., & Chen, J. (2004). Symbols and interactions: Application of the CCC model to culture, language, and social identity. In S. H. Ng, C. N. Candlin, & C. H. Chui (Eds.), Language matters: Communication, culture, and identity (pp. 155–182). Hong Kong: City University of Hong Kong Press; Fishman, J. A. (1977). Language and ethnicity. In H. Giles (Ed.), Language, ethnicity and intergroup relations (pp. 15–57). London: Academic Press]. Contact with other cultural groups, however, effects many changes to the social context and linguistic répertoire of minority group members (e.g. [Phinney, J. S. (2003). Ethnic identity and acculturation. In K. M. Chun, P. B. Organista, & G. Marín (Eds.), Acculturation: Advances in theory, measurement, and applied research (pp. 63–81). Washington, DC: American Psychological Association]). While there is a link between language and culture, there is still a lack of firm understanding regarding the dynamics that surround the relationship between language, group interactions, and acculturative outcomes. The goal of this study is, therefore, to further delve into the components of social interactions and communication to map out these processes. A total of 218 Francophone students enrolled in French schools in Saskatchewan completed a questionnaire assessing their psychological adjustment, ethnic identity, social support, communication networks, intergroup contact, and linguistic confidence. The results indicated that social interactions with both the in- and outgroup were important for identity maintenance, adoption, and adjustment. The relevance of communication networks and social support in acculturative situations is discussed.  相似文献   

The pathways to higher education: lexical availability in adult candidate students and in young first-year students     

Luís Filipe Barbeiro  Cláudia João  Susana Santos 《International Journal of Lifelong Education》2013,32(3):309-329

In the past few years there has been an increase in the number of adult students in higher education courses, many of whom have returned to school after a break. Most of these students do not intend to continue their studies from the point where they stopped; rather, they want to prepare for specific tests in order to have direct access to higher education courses, which in Portugal is a legal option for students over the age of 23. In response to this new cohort, higher education institutions need to find out what kind of students these are, determining their characteristics, capabilities and major problems, if they are to provide them with successful learning opportunities alongside younger students. This article presents a comparative study of lexical competence, focusing on lexical availability, contrasting those adult applicants to higher education who are attending a course preparatory to higher education with first-year students who have just entered higher education. The results show significant differences between the two groups, the adult group in general showing poorer results. Their withdrawal from schooling is clearly reflected in their vocabulary activation with regard to transversal themes. The most salient contrasts are related to the number of words mentioned and the frequency of words in the group, as well as the greater or lesser proximity to the topic of the terms mentioned.  相似文献   

The long road—how evolving institutional governance mechanisms are changing the face of quality in Portuguese higher education     

Cláudia S. Sarrico  Amélia Veiga  Alberto Amaral 《Educational Assessment, Evaluation and Accountability》2013,25(4):375-391

While a lot has been written regarding the changing management and governance arrangements in higher education, less is known about how this progression relates to quality in higher education. The purpose of this article is to describe the context of governance in Portuguese higher education institutions and how institutional governance arrangements impact on quality and quality assurance mechanisms of higher education. The study is based on four institutional cases studies, comprising two universities and two polytechnic institutions. Semi-structured interviews were conducted with senior managers, middle managers, academics and students from Arts and Engineering, and documentary analysis was undertaken. The main findings show that national and institutional features of governance and management may influence the implementation of quality policy and procedures, and indeed quality improvement. The different institutional actors seem to be aware of the dynamic nature of the equilibrium between positive and negative impacts and recognise the need for checks and balances in the governance and management structures of higher education institutions, especially between collegial and managerial facets.  相似文献   

Teachers’ Conceptions About the Genetic Determinism of Human Behaviour: A Survey in 23 Countries     

Jérémy Castéra  Pierre Clément 《Science & Education》2014,23(2):417-443

This work analyses the answers to a questionnaire from 8,285 in-service and pre-service teachers from 23 countries, elaborated by the Biohead-Citizen research project, to investigate teachers’ conceptions related to the genetic determinism of human behaviour. A principal components analysis is used to assess the main trends in all the interviewed teachers’ conceptions. This illustrates that innatism is present in two distinct ways: in relation to individuals (e.g. genetic determinism to justify intellectual likeness between individuals such as twins) or in relation to groups of humans (e.g. genetic determinism to justify gender differences or the superiority of some human ethnic groups). A between-factor analysis discriminates between countries, showing very significant differences. There is more innatism among teachers’ conceptions in African countries and Lebanon than in European countries, Brazil and Australia. Among the other controlled parameters, only two are significantly independent of the country: the level of training and the level of knowledge of biology. A co-inertia analysis shows a strong correlation between non-citizen attitudes towards and innatist conceptions of genetic determinism regarding human groups. We discuss these findings and their implications for education.  相似文献   

Information literacy: perceptions of Brazilian HIV/AIDS researchers     

Maria do Carmo Avamilano Alvarez  Ivan França Junior  Angela Maria Belloni Cuenca  Francisco I. Bastos  Helene Mariko Ueno  Cláudia Renata Barros  Maria Cristina Soares Guimarães 《Health information and libraries journal》2014,31(1):64-74

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The Problem of ‘Power’: Metacritical Implications of Aetonormativity for Children’s Literature Research     

Clémentine Beauvais 《Children‘s Literature in Education》2013,44(1):74-86

This article takes as its starting point the concept of aetonormativity (the adult normativity germane to the discourse of children’s literature), coined by Maria Nikolajeva (2010) in an attempt to unify the increasingly power-oriented theories of children’s literature criticism within the past few decades. Acknowledging the usefulness of this concept, but wary of the fact that it could imply an easy transference of “adult” power theory to the study of children’s literature, I argue that an aetonormativity-centred system of children’s literature criticism crucially needs to reconceptualise the notion of “power” which lies at its heart. Any automatic connection between adult normativity and adult “power” would thus be questioned and critiqued. I propose a first conceptual split of “power” into “authority” and “might”, and a consequent redistribution of these two concepts to the adult and child parties in the children’s book. I then investigate the critical and metacritical implications, within the framework of an aetonormativity-centred criticism of children’s literature, of an increased subtlety in the use and handling of the concept of power when referring to the complex medium of the children’s text.  相似文献   

Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome     

Mervis  Carolyn B.  Greiner de Magalhães  Caroline  Cardoso-Martins  Cláudia 《Reading and writing》2022,35(2):377-397

Reading and Writing - We examined the cognitive, language, and instructional factors associated with reading ability in Williams syndrome (WS). Seventy 9-year-olds with WS completed standardized...  相似文献   

Have the poor found their own appropriate     

Lúcia Radler dos Guaranys  Cláudio de Moura Castro 《International Journal of Educational Development》1982,2(2):163-174

Correspondence schools in Brazil are entirely in the hands of private entrepreneurs and ignored, even despised, by official educators. Yet, as this paper shows, they can, —in many cases, do—, provide helpful education for those who have no other access to educational opportunity. Indeed, they appear to offer the most equal form of opportunity. Accompanying their benefits, however, are many imperfections and abuses. The paper identifies five areas where government intervention could help both the public and the correspondence schools, without stifling their current vitality.  相似文献   

Children Making Sense of Science     

Clíona Murphy  Colette Murphy  Paula Kilfeather 《Research in Science Education》2011,41(2):283-298

This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.  相似文献