The Unique Role of Early Spelling in the Prediction of Later Literacy Performance     

Rebecca Treiman  Jacqueline Hulslander  Richard K. Olson  Erik G. Willcutt  Brian Byrne  Brett Kessler 《Scientific Studies of Reading》2013,17(5):437-444

ABSTRACT

We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems.  相似文献   

A Framework for Student Projects in Computer Networks     

Edward Brown  Rodrigue Byrne 《Computer Science Education》2013,23(3):267-282

This paper describes the delivery of a computer networks course with accompanying materials and software. The course is offered at the fourth-year undergraduate level, and has few formal pre-requisites, other than general programming skills. There is a substantial architectural and coding component to any practical course on networks, and it is important to challenge the experienced and knowledgeable students without making the material too difficult for the inexperienced students who have minimal experience in programming practical applications. Some students have an industrial background and are expecting to build practical working applications. At the other extreme are students with no exposure to operating system principles, and therefore lacking pertinent knowledge, such as concurrency concepts. Our programming framework provides an event-polling approach to avoid the complexity of more general concurrency techniques. Protocol layers are implemented with data types and use a finite state machine model to control their behaviors. The resulting course offers code structure and support to students with minimal background, without sacrificing pertinent concepts, and provides the ability to construct elaborate network applications using the coding structures introduced in the course.  相似文献   

The effects of anxiety and strategic planning on visual search behaviour     

Aidan Moran  Alison Byrne  Nicola McGlade 《Journal of sports sciences》2013,31(3):225-236

The past decade has witnessed increased interest in the visual search behaviour of athletes. Little is known, however, about the relationship between anxiety and eye movements in sport performers or about the extent to which athletes' planned and actual visual search strategies correspond. To address these issues, we conducted two studies. In Study 1, eight expert female gymnasts were presented with three digital slides of a model performing a skill that is known to be anxiety-provoking in this sport - namely, the 'back flip' on the beam. By varying the height of the beam and the presence or absence of safety mats, the slides differed in the amount of anxiety that they elicited vicariously in the viewer. In the study, the gymnasts were asked to imagine themselves in the position of the depicted model and to describe the anxiety that they felt. As they viewed the slides, their eye movements were recorded. As predicted, anxiety was associated with an increase in the number of fixations to peripheral areas. In addition, the more 'threatening' slides elicited significantly more fixations than the less feared images. In Study 2, the plans of 15 equestrian performers (5 expert, 5 intermediate and 5 novice) were elicited as they engaged in a virtual 'walk' around a computerized show-jumping course. Contrary to expectations, the congruence between intended and actual search behaviour was not significantly greater for expert riders than for the less skilled groups. Also, the fact that the top riders allocated more fixations to slides than the less skilled performers challenged the prediction that expertise would be associated with economy of visual search. Finally, as expected, the expert riders were significantly less dependent on the overall 'course plan' than the intermediate and novice equestrian performers when inspecting the fences.  相似文献   

The effect of exercise-induced muscle damage on isometric and dynamic knee extensor strength and vertical jump performance   总被引：3，自引：0，他引：3  

Byrne C  Eston R 《Journal of sports sciences》2002,20(5):417-425

In this study, we assessed the effect of exercise-induced muscle damage on knee extensor muscle strength during isometric, concentric and eccentric actions at 1.57 rad x s(-1) and vertical jump performance under conditions of squat jump, countermovement jump and drop jump. The eight participants (5 males, 3 females) were aged 29.5+/-7.1 years (mean +/- s). These variables, together with plasma creatine kinase (CK), were measured before, 1 h after and 1, 2, 3, 4 and 7 days after a bout of muscle damaging exercise: 100 barbell squats (10 sets x 10 repetitions at 70% body mass load). Strength was reduced for 4 days (P< 0.05) but no significant differences (P> 0.05) were apparent in the magnitude or rate of recovery of strength between isometric, concentric and eccentric muscle actions. The overall decline in vertical jump performance was dependent on jump method: squat jump performance was affected to a greater extent than countermovement (91.6+/-1.1% vs 95.2+/-1.3% of pre-exercise values, P< 0.05) and drop jump (95.2+/-1.4%, P< 0.05) performance. Creatine kinase was elevated (P < 0.05) above baseline 1 h after exercise, peaked on day 1 and remained significantly elevated on days 2 and 3. Strength loss after exercise-induced muscle damage was independent of the muscle action being performed. However, the impairment of muscle function was attenuated when the stretch-shortening cycle was used in vertical jumping performance.  相似文献   

Framing the socialisation process of the DBA candidate: what can universities offer and what should candidates bring?     

Simon Pervan  Deborah Blackman  Terry Sloan  Michelle Wallace  Andrea Vocino  Cathy Byrne 《Studies in Continuing Education》2016,38(3):299-317

In Australia, the Doctorate of Business Administration (DBA) remains a popular program but considerable anguish persists within the university sector over just what it is offering students. In this article, we use the process of postgraduate socialisation to understand how candidates, supervisors and administrators navigate pathways to successful completion and offering of a DBA program. We identify four modes of knowledge applicable to the DBA and suggest that universities and candidates may draw on one another's cultural capital to determine which mode(s) can be offered. We also illustrate how candidates exercise agency through their cultural and social capital as they move through the program. We present a conceptual framework to help guide future research, and resource allocation on the DBA.  相似文献   

Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills     

Erik G. Willcutt  Rebecca S. Betjemann  Sally J. Wadsworth  Stefan Samuelsson  Robin Corley  John C. DeFries  Brian Byrne  Bruce F. Pennington  Richard K. Olson 《Reading and writing》2007,20(1-2):103-125

Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is needed to test alternative causal models in children younger than five years old, these results are most consistent with the hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences.  相似文献   

Integrating instruction of science,reading, and writing: Goals,teacher development,and assessment     

Irene W. Gaskins  John T. Guthrie  Eric Satlow  Joyce Ostertag  Linda Six  Janice Byrne  Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056

This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice.  相似文献   

Enquiry-based science in the infant classroom: ‘letting go’     

Jenny Byrne  Willeke Rietdijk  Sue Cheek 《International Journal of Early Years Education》2016,24(2):206-223

Enquiry-based science in primary classrooms is key to encouraging children's interest and curiosity about the world around them and as a result helps to stimulate their understanding and enjoyment of science. Yet many primary teachers lack the confidence to implement enquiry-based approaches effectively. The reasons are myriad and often result in the teacher controlling and orchestrating the lesson leaving little room for children's exploration and autonomy. This paper explores how one infant school teacher was willing to relinquish control and ‘let go’ and expand her pedagogical repertoire to manage the many obstacles to including enquiry-based science in her classroom. The autonomy the children were given resulted in genuine enquiry-based science with the consequential benefit to their learning. Furthermore the teacher's confidence and self-efficacy seem to have been raised ensuring that that she would continue to include enquiry-based science as part of her practice in the future. As a model for other primary teachers this approach could help them overcome their reticence to engage with enquiry-based science.  相似文献   

Adolescents’ definitions of bullying: the contribution of age,gender, and experience of bullying     

Hollie Byrne  Barbara Dooley  Amanda Fitzgerald  Louise Dolphin 《European Journal of Psychology of Education - EJPE》2016,31(3):403-418

The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes.  相似文献   

Recognition of phoneme invariance by beginning readers     

Brian Byrne  Ruth Fielding-Barnsley 《Reading and writing》1993,5(3):315-324

This paper reports an experimental study of a possible confound in measures of young children's phoneme awareness — that of global similarity between words. We developed two otherwise identical versions of a test of phoneme invariance (typical item, ‘which starts the same asbeak, bowl orshed?’), one version controlling for global similarity and the other not. We administered both tests to 27 kindergarten children, along with three criterion measures of early literacy skill. Three converging results supported the importance of controlling for global similarity when attempting to measure phoneme invariance: (1) the subjects attained higher scores on the uncontrolled version, and half of those passing this version (11/22), were ‘false positives’ in that they did not pass the controlled version, (2) a metric of global similarity was significantly related to the proportion of children passing an item on both versions, and (3) there was a stronger relation between the controlled version and the criterion literacy measures of spelling and decoding than was found for the uncontrolled version. The educational implications of the results are discussed.  相似文献