Neuropsychological classification and treatment of dyslexia.     

D J Bakker 《Journal of learning disabilities》1992,25(2):102-109

Evidence shows that initial and advanced learning to read are predominantly mediated by the right and left cerebral hemispheres, respectively. Premature reliance on left-hemispheric reading strategies may result in L-type dyslexia, characterized by hurried and inaccurate reading. P-type dyslexia, characterized by a slow and fragmented style of reading, may result from the inability to shift from the predominant generation of right-hemispheric reading strategies to the predominant generation of left-hemispheric reading strategies. Results of investigations concerning the validity of the L/P-typology are discussed, as are the reading effects of hemisphere-specific and hemisphere-alluding stimulation in children with L- and P-type dyslexia.  相似文献   

Audio-visual     

Carl Clayton 《Health information and libraries journal》1991,8(4):240-241

  相似文献   

Special Focus on ‘Children and Adolescents’     

Frederick D. Harper 《International journal for the advancement of counseling》1999,21(2):85-85

  相似文献   

Microscale experiments in chemistry — The need of the new millenium     

Shriniwas L. Kelkar  Dilip D. Dhavale 《Resonance》2001,6(7):6-12

  相似文献   

Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities     

Donald D. Deshler  Jean B. Schumaker  B. Keith Lenz  Janis A. Bulgren  Michael F. Hock  Jim Knight  Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.  相似文献   

Toward a Programmatic Pragmatism: A Response to Naoko Saito     

Raymond D. Boisvert 《Journal of Philosophy of Education》2002,36(4):621-628

Naoko Saito has made a good case for emphasising the 'tragic' dimension within Dewey's pragmatism. My response suggests ways in which Saito has not gone far enough. She does not adequately move beyond 'procedural pragmatism' to a 'programmatic pragmatism' which offers substantive articulations about the human good. In addition, her emphasis on 'Emersonian perfectionism' is misguided. Both the language of 'perfectionism' and the figure of Emerson are unsuitable for the project she intends. Speaking more concretely of a 'tragic–comic meliorism' allied to the novelist Hawthorne, it is suggested, provides a more fruitful path.  相似文献   

Antecedent and consequent stimuli in teacher-child dyads     

M F Harrison  T L Layton  T D Taylor 《American annals of the deaf》1987,132(3):227-231

  相似文献   

Re: Shaken baby syndrome and hypothermia.     

D Allasio  H Fischer 《Child abuse & neglect》2001,25(11):1413-1414

  相似文献   

Three Supervision Modalities for Training Marital and Family Counselors     

JOHN D. WEST  DONALD L. BUBENZER  TERRY PINSONEAULT  VIRGINIA HOLEMAN 《Counselor Education & Supervision》1993,33(2):127-138

Three supervision modalities (live, delayed review, and verbal reports) in training marital and family counselors are discussed with attention given to goals, supervisory considerations, advantages, and disadvantages of each modality.  相似文献   

The effects of synchronous music on 400-m sprint performance     

Simpson SD  Karageorghis CI 《Journal of sports sciences》2006,24(10):1095-1102

The aim of the present study was to assess the effects of motivating and oudeterous (neither motivating nor demotivating) synchronous music on 400-m sprint performance while controlling for the potential confound of pre-performance mood. A panel of volunteer Caucasian males (n = 20; mean age = 20.5 years, s = 1.2) rated the motivational qualities of 32 musical selections using the Brunel Music Rating Inventory-2. An experimental group of volunteer Caucasian males (n = 36; mean age = 20.4 years, s = 1.4) completed three 400-m time trials under conditions of motivational music, oudeterous music, and a no-music control. Pre-performance mood was assessed using the Brunel University Mood Scale (BRUMS). A series of repeated-measures analyses of variance with Bonferroni adjustment revealed no differences in the BRUMS subscales. A repeated-measures analysis of variance on the 400-m times showed a significant effect (F1.24, 42.19 = 10.54, P < 0.001, eta 2 = 0.24) and follow-up pair wise comparisons revealed differences between the synchronous music conditions and the control condition. This finding supported the first research hypothesis, that synchronous music would result in better performance than a no-music control, but not the second hypothesis, that performance in the motivational synchronous music condition would be better than that in the oudeterous condition. It appears that synchronous music can be applied to anaerobic endurance performance among non-elite sports persons with a considerable positive effect.  相似文献