Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency     

Puolakanaho A  Ahonen T  Aro M  Eklund K  Leppänen PH  Poikkeus AM  Tolvanen A  Torppa M  Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills.  相似文献   

The Inclusion of Informal Environments in Science Teacher Preparation     

Olson  Joanne K.  Cox-Petersen  Anne M.  McComas  William F. 《Journal of Science Teacher Education》2001,12(3):155-173

Journal of Science Teacher Education -  相似文献   

Book Review     

Carl Winsløw 《Journal of Mathematics Teacher Education》2006,9(5):507-515

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A Demonstration of the Anchoring Effect*     

Richard E. Kopelman  Anne L. Davis 《Decision Sciences Journal of Innovative Education》2004,2(2):203-206

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What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

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Growing minds: a developmental theory of intelligence,brain, and education     

Anne Fry 《Educational Psychology in Practice》2020,36(3):345-347

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The Impact of a Professional Development Program on Student Achievement in Grade 6 Mathematics     

John A. Ross  Anne Hogaboam-Gray  Chatherine Bruce 《Journal of Mathematics Teacher Education》2006,9(6):1-27

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Psychometric reevaluation of the Women in Science Scale (WiSS)     

Steven V. Owen  Mary Anne Toepperwein  Linda A. Pruski  Cheryl L. Blalock  Yan Liu  Carolyn E. Marshall  Michael J. Lichtenstein 《科学教学研究杂志》2007,44(10):1461-1478

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Who'd be an English teacher?     

Anne Turvey Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):3-18

This paper is about the progress of newly qualified teachers of English in London classrooms. Using a case‐study approach, it explores the ways teachers' knowledge of their subject is developed in specific situations and in relation to particular learners. In contrast to media representations of successful teaching that focus on questions of personality and inspiration, the picture of progress offered here is one of negotiation and accommodation, leading to fundamental change and to new understanding of the content and purposes of English.  相似文献   

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy     

Susan R. Goldman  M. Anne Britt  Willard Brown  Gayle Cribb  MariAnne George  Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines.  相似文献