Assessment of Phonological Awareness: Review of Methods and Tools   总被引：1，自引：0，他引：1  

Janette Sodoro  Rose M. Allinder  Joan L. Rankin-Erickson 《Educational Psychology Review》2002,14(3):223-260

The importance of phonological awareness to the acquisition and development of reading skills is well documented. Recent attention to the critical nature of phonological awareness has highlighted the need for appropriate assessment tools. This article reviews the current state of phonological awareness assessment by examining norm-referenced, criterion-referenced, and curriculum-based instruments available for practitioners' and researchers' use. Prior to discussing specific assessment types, additional information about phonological awareness is provided, including a definition of phonological awareness, an overview of the relationship of phonological awareness to reading ability, factors influencing what to assess, and an overview of the effectiveness of phonological awareness training. Information about specific assessment instruments include technical adequacy, intended use, and limitations. Implications for practice are presented.  相似文献   

Why Delay Kindergarten Entry? A Qualitative Study of Mothers' Decisions     

Andrea M. Noel  Joan Newman 《Early education and development》2003,14(4):479-498

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Effects of Language of Instruction on Learning of Literacy Skills Among Pre-primary School Children from Low-income Urban Communities in Kenya     

Njora Hungi  Joan Njagi  Patricia Wekulo  Moses Ngware 《Early Childhood Education Journal》2018,46(2):187-199

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A school wide approach to leading pedagogical enhancement: An Australian perspective     

Joan M. Conway  Dorothy Andrews 《Journal of Educational Change》2016,17(1):115-139

This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management.  相似文献   

Employment self-disclosure of postsecondary graduates with learning disabilities: rates and rationales     

Madaus JW  Foley TE  McGuire JM  Ruban LM 《Journal of learning disabilities》2002,35(4):364-369

One hundred thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine if they had self-disclosed their LD to their current employer and to provide the reasons for choosing to self-disclose or not to self-disclose. Based on a response rate of 67.4% (n = 89), the results indicated that 86.5% of the respondents were employed full time. Although nearly 90% of the respondents stated that their LD affected their work in some way, only 30.3% self-disclosed to their employer. Of those who had not self-disclosed, the majority reported that there was no reason or need to self-disclose. However, 46.1% reported not self-disclosing due to fear of a potentially negative impact in the workplace or due to a concern for job security. Specific rationales for disclosure and information related to the use of self-reported accommodations and strategies are presented.  相似文献   

Heading in the rat: Determination by environmental shape     

Joan Margules  C. R. Gallistel 《Learning & behavior》1988,16(4):404-410

After a 75-sec intratrial delay, rats that had been shown the location of hidden food within a rectangular box correctly dug at that location in a second identical box, which had been moved into the same position within the room. For some rats, the opposing ends of the boxes were differentiated by distinctive corner panels; for others, there were no panels. When, during the delay interval, the turntable supporting both boxes was rotated by more than 180°, so that the second box no longer took the place of the first box within the room, the rats showed performance decrements. Nevertheless, 4 subjects selected the correct location significantly more often than the rotationally equivalent location, which corresponds to the correct location when the ends of the box are confused. The amount of rotation had no significant effect for any rat. In a final phase, the rats were denied perceptual access to cues outside the test box, which now had differentiating corner panels for all rats. Despite the distinctive panels, no rat showed a significant difference between correct digs and rotational errors; that is, no rat reliably distinguished one end of the box from the other. Results confirm previous findings that rats rely primarily on environmental shape to establish their heading. They ignore distinctive features of the surfaces that define environmental shape, even when the shape by itself is insufficient to establish a unique orientation.  相似文献   

Gender and Education for All: Progress and problems in achieving gender equity     

Grace Chisamya  Joan DeJaeghere  Nancy Kendall  Marufa Aziz Khan 《International Journal of Educational Development》2012

The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls’ educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models.  相似文献   

The effects of POWERSOURCE© assessments on middle-school students’ math performance     

Julia C. Phelan  Kilchan Choi  David Niemi  Terry P. Vendlinski  Eva L. Baker  Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230

This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context.  相似文献   

A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR)   总被引：1，自引：0，他引：1  

Jill M. Pentimonti  Tricia A. Zucker  Laura M. Justice  Yaacov Petscher  Shayne B. Piasta  Joan N. Kaderavek 《Early childhood research quarterly》2012

Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood settings. Participants included 105 preschool teachers. The quality of teachers’ videotaped, whole-class shared-reading sessions was examined using the SABR. Reliability levels for each of the SABRs five constructs were examined, as well as delayed alternate-form reliability and inter-rater reliability. The tools’ factor structure and construct validity were also assessed. Findings provide initial validation and preliminary evidence that the SABR is a reliable and valid tool. Potential uses for early childhood researchers, teachers, and allied professionals are described.  相似文献   

First-grade cognitive abilities as long-term predictors of reading comprehension and disability status     

Fuchs D  Compton DL  Fuchs LS  Bryant VJ  Hamlett CL  Lambert W 《Journal of learning disabilities》2012,45(3):217-231

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students' reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1-5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems.  相似文献