Crowdsourcing as an Approach to Customer Relationship Building in Academic Libraries     

Lisa A. Ellis  Aisha Peña 《College & Undergraduate Libraries》2015,22(3-4):273-295

Library initiatives to first-year students not only present an opportunity to offer information literacy instruction for student advancement, but they also serve a key marketing function by communicating the library's ongoing value and building customer relationships. Library orientation tours are an example of how to effectively market to first-year students. Combining peer-to-peer learning and user-generated content via social media known as crowdsourcing, Newman Library sponsored a contest challenging first-year students to create a video sharing a useful library tip. The contributions and benefits of this cocreation approach to fostering relationships are examined, and the implications to strengthening other library-user bonds are explored.  相似文献   

Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts     

Follmer  D. Jake  Tise  Joseph 《Reading and writing》2022,35(7):1731-1758

Reading and Writing - Executive functions (EF) have been theoretically implicated in multiple text comprehension. Yet, the contributions of EFs to comprehension and integration of multiple texts...  相似文献   

Executive Function and Reading Comprehension: A Meta-Analytic Review     

D. Jake Follmer 《教育心理学家》2018,53(1):42-60

This article presents a meta-analytic review of the relation between executive function and reading comprehension. Results (N = 6,673) supported a moderate positive association between executive function and reading comprehension (r = .36). Moderator analyses suggested that correlations between executive function and reading comprehension did not vary systematically by age range, type of executive function measure used, type of reading comprehension measure used, or whether the study was a dissertation or a published article but did vary by type of executive function examined in the studies. Studies linking specific executive functions with reading comprehension are then reviewed. The article concludes by discussing implications for a theoretical model of reading comprehension as well as for future research.  相似文献   

The May Center for Early Childhood Education: description of a continuum of services model for children with autism     

Susan Campbell  Barbara Cannon  James T. Ellis  Karen Lifter  James K. Luiselli  Carryl P. Navalta 《International Journal of Disability, Development & Education》1998,45(2):173-187

Children with autism have complex learning and behavioural challenges which typically require comprehensive educational and therapeutic services. In recent years there have been many developments in the philosophy, methodology, and scope of intervention for this population. Factors such as early intervention, criterion‐referenced assessment, the combination of applied behaviour analysis and developmentally appropriate practices (DAP), parent training, and public school inclusive education have been noteworthy. This article describes a comprehensive continuum of services model for children with autism developed by a human services agency in Massachusetts which incorporates these and additional empirically‐based approaches. Service components, methodologies, and program objectives are described including representative summary data. The article concludes with a discussion of educational, therapeutic, and research issues which address “best practice” approaches toward children with autism.  相似文献   

Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing     

J. Bruce Tomblin  Jake Oleson  Sophie E. Ambrose  Elizabeth A. Walker  Mary P. Moeller 《Child development》2020,91(1):e179-e197

This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years.  相似文献   

Telling all     

Alis Ellis 《Performance Improvement》1992,31(1):33-35

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A historical narrative review of paired oral reading practices in elementary classrooms     

Jake Downs  Kathleen Mohr  Chase Young 《Journal of Research in Reading》2023,46(1):42-63

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