A pre-school training programme for children with poor phonological awareness: effects on reading and spelling     

Lyn Layton  Karen Deeny  Graham Upton  Graham Tall 《Journal of Research in Reading》1998,21(1):36-52

An earlier paper published in this journal described the pilot study and first two phases of a longitudinal study that examined the possibility of preventing the emergence of written language difficulties, by addressing the ability of pre-schoolers to make phonological judgements (Layton, Deeny, Upton and Tall, 1996). The literacy development of the children involved in the study was assessed when they had been in mainstream education for approximately two years. It was discovered that there were no significant differences, in terms of written language achievement, between the children who had received phonological training while in nursery school and their peers in a control group whose training programme had not featured phonological awareness activities. These findings challenge the view that training pre-schoolers to attend to the sound structure of words promotes later literacy development. The results are considered in the context of other research findings, and then the study is discussed in both quantitative and qualitative terms, with some comment on the feasibility of identifying pre-schoolers at risk for literacy failure on the basis of poor phonological awareness.  相似文献   

A Perspective on Strategy Research: Progress and Prospects     

Patricia A. Alexander  Steven Graham  Karen R. Harris 《Educational Psychology Review》1998,10(2):129-154

Our goal in this article is to present a broad perspective on the state of strategy research and to consider, in brief, the prospects for strategy research in the future. We first draw on the literature in an effort to delineate the attributes of strategies and to consider several dimensions of strategies that dot the research landscape. Next, we distinguish strategic performance from skillful behavior. With this definitional framework in place, we survey changes that might be evidenced in learners' strategic processing over time, as a consequence of knowledge and motivation, as well as other personal factors. Additionally, we explore aspects of the task and the context that serve as change agents in strategy development, including domain, time, and instructional support. We conclude with a brief reflection on issues that deserve attention in research and practice in the next decade, to assist strategies instruction in reaching its potential as a part of integrated, validated instructional practices.  相似文献   

School Climate,School Improvement and Site-based Management     

Dellar  Graham B. 《Learning Environments Research》1998,1(3):353-367

This article examines the relationship between school organisational climate and the school's preparedness to undertake restructuring and improvement. Over the last two decades, much research into school improvement and effectiveness has indicated the importance of school climate for a school's efforts to change. For school-level personnel, an understanding of the nature of the prevailing climate would seem valuable in determining the school's willingness and capacity to embark on school improvement initiatives and to evaluate the impact that such initiatives have on the nature of the school's climate. The research reported here was conducted in three phases. The first phase involved the assessment of the prevailing organisational climate in 30 secondary schools drawn from three State education systems in Australia. The second phase involved analysing and documenting the principles and school-level process associated with the establishment of site-based management in the three State education systems. The third phase sought teachers' perceptions about the impact of site-based management on school improvement planning, collaboration and curriculum leadership, and classroom practices. The research indicated the existence of an important relationship between organisational climate and the school's capacity to implement and sustain authentic site-based management. Where the prevailing organisational climate is negative, tailored ‘front-end’ strategies designed to improve the climate might be undertaken prior to the school embarking on substantial school improvement initiatives. Finally, assessing organisational climate can provide information about a school's preparedness to undertake change, and a re-assessment of climate following a change initiative can provide evaluative data about the extent of change within the school. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding     

Leonard Shapiro  Kathryn Bell  Kallpana Dhas  Toby Branson  Graham Louw  Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.  相似文献   

Preschoolers modulate contrastive inferences during online language comprehension     

Narae Ju  Natalie Williams  Julie Sedivy  Craig G. Chambers  Susan A. Graham 《Child development》2023,94(5):1319-1329

This study examined 4- and 5-year-olds' incremental interpretation of size adjectives, focusing on whether contrastive inferences are modulated by speaker behavior. Children (N = 120, 59 females, mostly White, tested between July, 2018 and August, 2019) encountered either a conventional or unconventional speaker who labeled objects in a correspondingly typical or atypical way. Critical utterances contained size adjectives (e.g., “Look at the big duck”). With conventional speakers, gaze measures indicated that children rapidly used the adjective to differentiate members of a contrasting pair, indicating that even 4-year-olds derive contrastive inferences. With unconventional speakers, contrastive inferences were delayed in processing. The findings demonstrate that preschoolers adjust their use of pragmatic cues when presented with evidence disconfirming their default assumptions about a speaker.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2023,50(1):1-5

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Creative adolescent experiences of education and mental health during COVID-19: A qualitative study     

Lauren M. Zaeske  Taylor P. Harris  Amanda Williams  Gretchen Scheibel  Haiying Long  Barbara A. Kerr 《Psychology in the schools》2023,60(2):460-478

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2022,49(1):2-5

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