Reading skills in three orthographies: The case of trilingual Arabic–Hebrew–English-speaking Arab children     

Abu-Rabia  Salim  Siegel  Linda S. 《Reading and writing》2003,16(7):611-634

This study is an investigation into theinterconnections among three languages, Arabic,Hebrew and English, each of which has adifferent orthography. Hebrew and Arabic havemore in common with each other than withEnglish; they are considered ``shallow'orthographies if vowelized and ``deep'orthographies if unvowelized. The reading,language, and working memory skills of 70trilingual Israeli-Arab students, aged 14–15,were assessed. Arabic was their maininstructional language in school, and Hebrewand English were studied as required subjects.All these adolescents studied Hebrew from thethird grade and English from the fourth grade.They were administered word and pseudowordreading, language, orthographic, and workingmemory tests in Arabic, Hebrew, and English. Inspite of differences among these threelanguages, the majority of the children showedadequate proficiency in three languages. Asignificant relationship was found between theacquisition of word and pseudoword readingskills, working memory, and syntactic awarenessskills within and across the three languages.Trilingualism of this nature seems not to havenegative consequences (and may even havepositive consequences) for the development oforal language and reading skills in the threelanguages in spite of their differentorthographies.  相似文献   

Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts     

Alexandra Gottardo  Penny Chiappe  Bernice Yan  Linda Siegel  Yan Gu 《教育心理学》2006,26(3):367-393

The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment.  相似文献   

Rationality and Ideology     

Harvey Siegel 《Educational theory》1987,37(2):153-167

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The educational and communication needs of deaf and hard of hearing children: a statement of principle on fundamental educational change     

Siegel L 《American annals of the deaf》2000,145(2):64-77

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Cognitive functioning as measured by the WISC-R: do children with learning disabilities have distinctive patterns of performance?     

D'Angiulli A  Siegel LS 《Journal of learning disabilities》2003,36(1):48-58

Patterns of performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) have been proposed as useful tools for the identification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we examined data from 121 children with typical achievement (TA), 143 children with reading disabilities (RD), and 100 children with a specific arithmetic disability (AD), ages 6 to 16 years. The results indicated that the RD and AD groups had significantly lower scores than the TA group on all the Verbal IQ subtests. Many of the children with AD and RD showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Although there were some children with LD who showed the predicted patterns, typically, 65% or more of the children with LD did not. Furthermore, a proportion of the TA group-generally not significantly smaller than that of the RD and AD groups-showed discrepancy patterns as well. Our results indicate that the patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. Therefore, it might be more profitable to base the detection of an individual's LD on patterns of achievement test scores.  相似文献   

The instructional gestalt: A conceptual framework and design for educational research     

Laurence Siegel  Lila Corkland Siegel 《Educational technology research and development : ETR & D》1964,12(1):16-45

Summary The argument is advanced in this paper that the pattern of educational investigation wherein comparisons are made between so-called “ experimental” and “ conventional” instructional procedures tends to be defective on three counts: the criteria are often inappropriate or contaminated; the assumptions of homogeneity within and independence between “ experimental” and “ control” conditions are met only when these conditions are very grossly conceived; and the results reflect masking and cancellation effects, thereby revealing relatively little about what transpires in an instructional setting. The Instructional Gestalt is proposed as a methodological framework for educational research focusing upon the interactive nature of learner, instructor, and environmental and course variables constituting the instructional setting. Data generated by explorations within this framework can lead to the formulation of hypotheses which, if subsequently supported empirically, can become principles for inclusion in a theory of classroom learning. The nature of investigations proceeding from the Instructional Gestalt framework was clarified by presentation and discussion of an illustrative study. Since this illustration was only a representation in miniature of the larger investigation, the generalizations about teaching-learning suggested by it are of limited scope and subject to change. Nevertheless, these generalizations do indicate the kinds of hypotheses resulting from studies within the Instructional Gestalt framework. This paper summarizes the rationale underlying research on the Instructional Gestalt proceeding under a grant from the Office of Education, U.S. Department of Health, Education, and Welfare. Portions of this rationale have been presented at the annual meetings of the American Psychological Association in 1961 and 1962.  相似文献   

Building a pipeline for diversity through intersectoral collaboration     

David J. Siegel 《Higher Education》2008,55(5):519-535

Findings are presented from a year-long study of a cross-sector collaboration to prepare underrepresented students for postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative involving universities, corporations, a federal government agency, and a nonprofit coordinating body in an effort to introduce students to business education and careers in business. This paper analyzes and compares (1) the starting conditions catalyzing the involvement of different sectors, (2) sustainability factors, (3) negotiation of the terms of involvement, (4) the actual experience of partnership, and (5) the difference made by a coordinated approach to pipeline development.

David J. SiegelEmail:

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Radiating Emergency: The Perils and Promise of the Broadcast Signal in the Atomic Age     

Greg Siegel 《传播与批判/文化研究》2013,10(3):286-306

This essay argues that the development of CONELRAD marked a pivotal—and often overlooked—moment in the history of media and communications in the United States. As the nation's first coast-to-coast emergency broadcast system, CONELRAD established a new paradigm of networked communications for a new world order. Through close critical examination of the institutional events and discursive controversies surrounding CONELRAD's development, I show how those events and controversies were inflected by both contemporaneous atomic anxieties and older hopes and fears associated with over-the-air communications. I also suggest how they articulated, in the domain of electronic mass media, the politico-legal theory and practice of the state of exception.  相似文献   

Attentional Load and the Reproduction of Physical Work     

Donald Siegel  James Johnson  Greg Kline 《Research quarterly for exercise and sport》2013,84(2):146-152

Abstract

The effect of attentional focus on the perception of physical work was examined by using a work reproduction design. Subjects performed a fixed interval of work at either 50 or 75% of their predicted VO₂ max, during which they were required either to solve a continuous flow of arithmetic problems or to perform in an unfilled control condition. On a subsequent trial, without a concomitant attention-demanding task, subjects were asked to reproduce the amount of work that they had previously performed. It was found that individuals in the control condition produced a significantly greater amount of work on the reproduction trial, while those in the attentional focus condition performed about the same amount as on the previous trial. No interaction was found between attentional focus and work load.  相似文献   

Movement Duration,Fractionated Reaction Time,and Response Programming     

Donald Siegel 《Research quarterly for exercise and sport》2013,84(2):128-131

The purpose of this study was to determine how the manipulation of movement duration affects components of fractionated reaction time and presumably motor programming. Twelve subjects, in a simple reaction time paradigm, responded to an auditory signal by executing an elbow flexion movement in the sagittal plane through a range of motion of 100° in 150, 300, 600 and 1200 ms. Results indicated no changes in motor time but small increments in premotor and reaction time through the 600 ms condition. At 1200 ms, reaction time increased faster than premotor time, and this appeared to be predominantly a consequence of an increment in motor time. These data were interpreted to be supportive of the notion that movement duration is related to response complexity and the time required for motor programming.  相似文献