Teaching Phonological Awareness and Metacognitive Strategies to Children with Reading Difficulties: A comparison of two instructional methods     

JUDITH WRIGHT  BARRIE JACOBS 《教育心理学》2003,23(1):17-47

This paper describes an applied training study which investigated the differential effects of two instructional methods on the reading performance of primary school children with reading difficulties. Sixty five children aged 7-10 participated. Twenty five children were assigned to each of two experimental groups: direct instruction in phonological awareness and the alphabetic principle, or the same direct instruction in phonological awareness in conjunction with training in specific metalinguistic concepts and metacognitive strategies. Fifteen children were selected as controls. Reading performance from baseline was measured within a pretest, posttest, and delayed posttest experimental design. Data and results are presented on 60 children owing to attrition. Results showed that direct instruction in phonological awareness improved the reading performance of children with reading difficulties over time. However, direct instruction in phonological awareness in conjunction with explicit training in specific metalinguistic concepts and metacognitive strategies was more advantageous overall.  相似文献   

Learning to learn in informal science settings     

MS Janette Griffin 《Research in Science Education》1994,24(1):121-128

Visits to museums and science centres are a part of most school science programs- but are they really learning experiences? By accompanying classes on visits and talking with the teachers and students during and after these visits, information has been gathered on the ways in which school groups currently use visits to two informal science learning settings in Sydney- a science education centre and a large museum. Comparison of the teacher and student behaviours on these visits with current views on good teaching/learning practice, reveals considerable anomalies. At the same time, reported studies of museum visitors suggest that family groups use museums for learning in ways which are quite different from the way most school groups do. Can these apparent mismatches be translated into a pathway for developing new approaches to learning in informal settings?  相似文献   

Challengeability in Modern Science     

COLIN WRIGHT 《Philosophical Books》1988,29(2):114-116

  相似文献   

False Dichotomy? 'Western' and 'Confucian' concepts of scholarship and learning   总被引：1，自引：0，他引：1  

Janette  Ryan & Kam  Louie 《Educational Philosophy and Theory》2007,39(4):404-417

  相似文献   

Some predictive antecedents of specific reading disability: A three-year follow-up     

Paul Satz  Janette Friel  Ron A. Goebel 《Annals of dyslexia》1975,25(1):91-110

  相似文献   

The 'screen-size' art: Using digital media to perform poetry     

Janette Hughes 《English in Education》2008,42(2):148-164

In this paper, I examine the immersive and performative potential of new media for reading, writing and representing poetry to encourage an exploration of the relationship between text, image and sound and discuss how these are used to mediate meaning making. Based on the premise that poetry is meant to be lifted from the printed page and experienced in multimodal ways, the research explores the notion of poetry as digital performance.  相似文献   

English language learners struggling to learn to read: emergent scholarship on linguistic differences and learning disabilities     

Klingner J  Artiles AJ 《Journal of learning disabilities》2006,39(5):386-389

  相似文献   

An online, interactive approach to teaching neuroscience to adolescents   总被引：1，自引：0，他引：1  

Miller L  Moreno J  Willcockson I  Smith D  Mayes J 《CBE life sciences education》2006,5(2):137-143

Most of today's students are skilled in instant messaging, Web browsing, online games, and blogs. These have become part of the social landscape and have changed how we learn and where we learn. The question becomes how to harness the attractiveness and ubiquity of electronic venues toward the goal of teaching neuroscience. At the Rice University Center for Technology in Teaching and Learning, a central focus is the creation of innovative materials that appeal to middle school students. A recent project was undertaken through a Science Education Drug Abuse Partnership Award (R25 DA15063) from the National Institute on Drug Abuse to inform adolescents about the neurobiology of substance abuse and the current research dealing with a class of drugs known as club drugs. Problem-based learning, multimedia pedagogy, and the National Science Content Standards were integrated to produce The Reconstructors, an episodic series available via the World Wide Web at http://reconstructors.rice.edu. A field test of students from five schools assessed the retention of content after "playing" The Reconstructors series titled Nothing to Rave About. Gain scores indicated that middle school students' knowledge about club drugs and the basic neuroscience concepts that explain their effects improved significantly.  相似文献   

Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic?     

Jenny Yun-Chen Chan  Chloe Byrne  Janette Jerusal  Allison S. Liu  Justin Roberts  Erin Ottmar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):943-966

Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic

• DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
• Students who solve more problems within math games tend to show higher performance after gameplay.
• Students' engagement with mathematics is often related to their prior math performance.

What this paper adds

• For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
• Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
• Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.

Implications for practice and/or policy

• DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
• DragonBox 12+ can engage students with mathematics across achievement levels.
• Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.

  相似文献