Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis     

Sideridis GD  Morgan PL  Botsas G  Padeliadu S  Fuchs D 《Journal of learning disabilities》2006,39(3):215-229

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%-55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.  相似文献   

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study     

Al Otaiba S  Fuchs D 《Journal of learning disabilities》2006,39(5):414-431

The primary purpose of this study was to identify student characteristics that reliably predict responsiveness and nonresponsiveness to generally effective early literacy interventions. Participants were 104 children, including 7 with special needs and Individualized Education Programs (IEPs), who were tested in kindergarten and first grade. Responsiveness/nonresponsiveness status was determined after 2 years during which children participated in best practice instruction (a) in kindergarten and first grade, (b) in kindergarten only, (c) in first grade only, or (d) in neither year. This facilitated the study of three groups. Always responsive students met responsiveness criteria in both years. Sometimes responsive students met the criteria in only one year. Nonresponsive students did not meet the criteria in either year. Multivariate analysis of variance and discriminant function analysis indicated that the three groups were reliably different from one another on measures of problem behavior, verbal memory, sentence imitation, syntactic awareness, vocabulary, naming speed, and segmentation. A combination of naming speed, vocabulary, sentence imitation, problem behavior, and amount of intervention correctly predicted 82.1% of nonresponsive students, 30.0% of sometimes responsive students, and 84.1% of always responsive students. Fifty students from kindergarten and first grade were tested again at the end of what should have been their third-grade year. All but 1 of the nonresponsive students who received intervention had been identified as requiring special education and had an IEP with reading goals.  相似文献   

教师 四季     

Joanna Fuchs 《海外英语》2009,(9):1-1

A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.  相似文献   

The Cognitive Correlates of Computational Estimation Skill Among Third‐Grade Students     

Pamela M. Seethaler  Lynn S. Fuchs 《Learning disabilities research & practice》2006,21(4):233-243

The purpose of this study was to examine the relations of various cognitive abilities and aspects of math performance with computational estimation skill among third graders. Students (n= 315) were assessed on language, nonverbal reasoning, concept formation, processing speed, long‐term memory, working memory, inattentive behavior, basic reading skill, arithmetic number combination skill, double‐digit computation skill, and computational estimation ability. One‐way analysis of variance indicated significant differences in estimation skill among students of low, average, and high math computation performance. The unique predictors of estimation skill were arithmetic number combination skill, nonverbal reasoning, concept formation, working memory, and inattentive behavior.  相似文献   

Assessing Intervention Responsiveness: Conceptual and Technical Issues     

Lynn S. Fuchs 《Learning disabilities research & practice》2003,18(3):172-186

Implementing an intervention responsiveness approach to the identification of learning disabilities (LD) requires specification of procedures for the assessment process. In this article, the author uses examples in the literature to explore conceptual and technical issues associated with options for specifying three assessment components: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate (below which students are identified as LD); and the nature of the intervention. Then, the author summarizes research contrasting alternative assessment methods within an intervention responsiveness approach to LD identification. Conclusions are drawn, and future related work is described.  相似文献   

What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)     

Douglas Fuchs  Donald D. Deshler 《Learning disabilities research & practice》2007,22(2):129-136

During the past several years, one of the most frequently addressed topics at conferences and in professional journals is responsiveness to intervention (RTI). This is because it is viewed by many as a new way to think about both early intervention and disability identification. Despite its relative newness, a subset of RTI proponents contend researchers and practitioners know everything they need to know to implement it effectively. We disagree and argue that the smartest and most responsible way to move forward with RTI implementation is to recognize what all of us collectively do know and do not know. In this article, we identify unresolved issues—general and specific—important to RTI implementation, teacher effectiveness, and student achievement.  相似文献   

Personal development of disadvantaged youth through community sports: a theory-driven analysis of relational strategies     

Pieter Debognies  Hebe Schaillée  Reinhard Haudenhuyse  Marc Theeboom 《Sport in Society》2019,22(6):897-918

Abstract

Participant–practitioner relationships in community ‘sport-for-development’ practices are seen as central in working towards broader developmental outcomes. Using Noddings’ Ethics of Care as an analytical framework, we investigated relational strategies of practitioners in three community sport practices (Belgium) to understand the personal developmental potential of these relationships. Based on the data (participatory observations, interviews, focus groups), we identified the following themes that are viewed as fundamental in building relationships that hold the potential to instigate personal development for young people in disadvantaged situations: (a) time demanding interactions, (b) authenticity of practitioners, (c) equalizing expertise, (d) non-judgmental approach, (e) practitioners’ cultural capital, (f) co-organizing activities, (g) a ‘thousand chances’ philosophy, and (h) providing individual support. The identified themes can be used to develop youth-centred and qualitative evaluation methodologies that are more congruent with the daily work of community sport workers and, by doing so, go beyond a narrow quantitative ‘outcome-fixated’ evaluation dogma.  相似文献   

Effects of systematic formative evaluation: a meta-analysis   总被引：7，自引：0，他引：7  

L S Fuchs  D Fuchs 《Exceptional children》1986,53(3):199-208

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Programmierte Instruktion und Lerntechnologie im Sportunterricht     

Reinhard Daugs  K. H. Leist 《Sportwissenschaft》1980,10(2):200-204

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Attentional focus in complex skill learning     

Wulf G  McNevin NH  Fuchs T  Ritter F  Toole T 《Research quarterly for exercise and sport》2000,71(3):229-239

Experiment 1 examined whether it is more advantageous to direct learners' attention to the external effects of their movements relative to other external cues. Two groups of participants hit tennis balls at a target, with one group focusing on the ball coming toward them (antecedent) and the other group focusing on the ball leaving the racket (effect). The effect group demonstrated more effective learning. Experiment 2 examined whether it is more beneficial if the movement effect is related to the movement technique, relative to other movement effects (e.g., outcome). Two groups of participants hit golf balls at a target. The attention of these groups was directed to the club or the ball trajectory, respectively. The club group showed more effective learning than the target group, suggesting that focusing on technique-related effects is more effective.  相似文献