SeeWord—a personal word processing environment for dyslexic computer users     

Peter Gregor  Anna Dickinson  Alison Macaffer  Peter Andreasen 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):341-355

SeeWord is a highly configurable word processing environment, which assists dyslexic users when producing and reading text. The software was developed using a user-centred development cycle where user feedback contributed to each revision. Evaluations showed that users were able to find individualised combinations of settings using the specialised software, which they used in preference to the black-on-white text that is usually displayed on computer monitors. Three separate prototypes of the software were developed and evaluated. The third prototype was used in an experimental study with 6 dyslexic school pupils. The research showed that 5 out of the 6 dyslexic users aged 14–16 years benefited from the use of specialised software when reading text from a computer screen. Participants were able to read standard texts from a screen significantly more accurately with the aid of SeeWord. All participants reported that they felt they could read text from the screen better using the software. The results suggest that a larger scale evaluation of the software would provide valuable information about problems associated with computer use by people with dyslexia. A further study into the visual processes involved in dyslexia would also be of great value.  相似文献   

Reading and spelling difficulties in high school students: Causes and consequences     

Donald Shankweiler  Eric Lundquist  Lois G. Dreyer  Cheryl C. Dickinson 《Reading and writing》1996,8(3):267-294

Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level.  相似文献   

Perceptions of the Value of Quality Assessment in Scottish Higher Education     

Keith W. Dickinson  Anne Pollock  John Troy 《Assessment & Evaluation in Higher Education》1995,20(1):59-66

The 1992–93 session in Scottish universities saw the introduction of the Scottish Higher Education Funding Council's (SHEFC) statutory requirement to introduce quality assessments of teaching and learning. This paper looks at some of the issues that have arisen from the experience of staff at Napier University in terms of being assessed. It focuses on the issues that have arisen from the first and second round of visits to institutions. The key questions and problems associated with the process are considered in the context of the following headings: (1) defining quality; (2) the role of the lead assessor; (3) the framework for the visit; (4) the role of the student; (5) the quality of the reports; (6) the cost benefit analysis. SHEFC's stated aims for assessment are evaluated in the light of the above.  相似文献   

Distance learning on the internet: Testing students using web forms and the computer gateway interface     

Ken Dickinson 《TechTrends》1997,42(2):43-46

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A Comparison of the Effects of Fluency Training and Accuracy Training on Application and Retention     

Barbara R. Bucklin  Alyce M. Dickinson  Dale M. Brethower 《Performance Improvement Quarterly》2000,13(3):140-163

The effects of fluency training on the acquisition and retention of a composite skill were compared with those of training to accuracy only. Participants were 30 college students, and the task was a stimulus equivalence task, similar to the one used by Binder (1995) in earlier assessments. Participants learned associations between Hebrew symbols and nonsense syllables and between nonsense syllables and Arabic numerals. Immediately after training and every 2 or 4 weeks for 16 weeks, they were tested on a composite task that required both associations. Retention of the original component associations was also assessed after 4 months. With respect to the composite skill, fluency training resulted in: a) higher response rates immediately after training and across the 16 weeks; b) better accuracy 4 and 16 weeks after training; and c) less deterioration of accuracy after 16 weeks. Effects on the component skills were similar. The results document that for skilled adult learners, fluency training can aid the acquisition of a higher level skill and increase the retention of accuracy for both the component and composite skills.  相似文献   

Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach   总被引：1，自引：0，他引：1  

David K. Dickinson  Kerry G. Hofer  Erica M. Barnes  Jill F. Grifenhagen 《Early childhood research quarterly》2014

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An Analysis of the Accreditation of Transferable Skills in Extra Curricular Activities within Higher Education     

Mary Dickinson 《Assessment & Evaluation in Higher Education》2000,25(1):61-70

This paper examines an established Student Tutoring programme in the higher education sector. In particular it investigates the methods by which the development of key skills in participating Student Tutors may be assessed and examines the procedures available for a Student Tutoring scheme to gain accredited status. In light of the recognised deficit in certain transferable skills amongst graduates, this paper also aims to encourage administrators to take the tutoring framework a step further, giving selected student participants the opportunity to gain management experience through overseeing aspects of a tutoring scheme.  相似文献   

A Structured Approach to the Production of Teacher‐Education Materials: the ZeSTT experience     

R. J. Dickinson 《Learning, Media and Technology》1984,10(2):79-83

In a previous article in the Journal (Dickinson, 1982), the author described the production techniques that were utilised in the Zimbabwe Science Teacher Training Project (ZeSTT). In this second article, he outlines the production philosophy that lay behind the research programme, and which guided the approach adopted to the design, filming, editing and distribution of the materials produced.  相似文献   

Introduction     

Rebecca Hill Renirie  Thad Dickinson  Timothy Peters 《Journal of Library & Information Services in Distance Learning》2018,12(3-4):68-69

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The Case Against Standardization A Plea for Variety in Week Day Church Schools     

Dorothy Dickinson Barbour∗ 《Religious education (Chicago, Ill.)》2013,108(3):209-212

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