Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?     

George K. Georgiou  Minna Torppa  Karin Landerl  Alain Desrochers  George Manolitsis  Peter F. de Jong  Rauno Parrila 《Child development》2020,91(2):e266-e279

We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed.  相似文献   

Un exemple de cadre conceptuel pour létude de l'enseignement de la géométrie en formation des maîtres     

Catherine Houdement  Alain Kuzniak 《Educational Studies in Mathematics》1999,40(3):283-312

We are interested in the teaching of geometry to primary school (children from 3 to 11) teachers. We define a priori a conceptual frame, which organises geometry upon three kinds of knowledge: intuition, experience and deduction. Drawing on Gonseth's works, we bring out three syntheses of elementary geometry: natural geometry (geometry I), natural axiomatic geometry (geometry II) and formalist axiomatic geometry (geometry III). Next we illustrate this conceptual frame with examples of teaching geometry. Last we bring out different conceptions of geometry in scholar system which could lead to cross purposes.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Relationship between school rhythm and physical activity in adolescents: the HELENA study     

Jérémy Vanhelst  Laurent Béghin  Alain Duhamel  Stefaan De Henauw  Denes Molnar  Germán Vicente-Rodriguez 《Journal of sports sciences》2017,35(16):1666-1673

The aim was to assess the relationship between school rhythm and physical activity (PA) in adolescents. The study included 2024 adolescents (12.5–17.4 years). Participants wore an accelerometer for 7 days. A short school rhythm was defined as a short time at school with short recesses and less time in teaching per day (Group 1). A long school rhythm was defined as a longer time at school with more time in teaching and recess (Group 2). Adolescents in Group 1 performed less moderate to vigorous PA (MVPA) than those in Group 2 per week (P < .0001), especially during school days (recess: 3.9 ± 4.0 vs. 9.8 ± 7.9 min · day^?1; P < .0001; teaching hours: 14.5 ± 9.8 vs. 19.1 ± 12.0 min · day^?1; P < .0001). Adolescents in Group 1 were less likely to meet the PA recommendations than were adolescents in Group 2: 30.7% vs. 34.1% (P < .0001). During school days, the percentage of adolescents who spent more than 2 h · day^?1 in sedentary activities was greater in the Group 1 (P < .001). Our results suggest that leisure-time out-of-school hours is used mainly for sedentary activities, and that school time provides a good opportunity for promoting PA.  相似文献   

International Center for the Study of the Cultural Revolution: elements of a project 1     

Alain Badiou  Alessandro Russo 《Inter-Asia Cultural Studies》2013,14(4):701-704

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