Orthographic and semantic processing in young readers          下载免费PDF全文

Lara R. Polse  Judy S. Reilly 《Journal of Research in Reading》2015,38(1):47-72

This investigation examined orthographic and semantic processing during reading acquisition. Children in first to fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE–STONE–EARS), an exact match and an orthographic neighbour foil (STONE–STONE–STOVE), a ­synonym match and an unrelated foil (STONE–ROCK–EARS) and a synonym match and an orthographic neighbour foil (STONE–ROCK–STOVE). Accuracy and reaction time results suggest that orthographic and semantic processing follow a two‐step ­acquisition pattern. First, the orthographic component of reading develops quickly; however, forming strong conceptual links from orthographic to semantic representations follows a protracted trajectory, which matures between the third and fourth grades. These results are consistent with research that suggests younger children rely on more concrete, perceptual systems and then transition to more flexible, abstract cognition.  相似文献   

Museum Monsters and Victorious Viruses: Improving Public Understanding of Emerging Biomedical Research     

Judy Diamond  Benjamin Jee  Camillia Matuk  Julia McQuillan  Amy N. Spiegel  David Uttal 《Curator: The Museum Journal》2015,58(3):299-311

Although microbes directly impact everyone's health, most people have limited knowledge about them. In this article, we describe a museum and media public education campaign aimed at helping diverse audiences better understand emerging knowledge about microbes and infectious disease. Funded primarily by the Science Education Partnership (SEPA) program of the National Institutes of Health, this campaign involved crosscutting programs designed to extend impacts throughout a broad public audience. Collaborations with partners from public media, libraries, science education, the social sciences, and biomedical research centers extended our outreach to local and national audiences of adults and youth. Our campaign developed programs for radio broadcast, schools, libraries, museums, and publishers to ultimately reach over eight million people. In addition, we conducted a series of research studies focused on understanding the mental models that people create of the complex concepts of microbes and infectious disease and on how to engage hard‐to‐reach adolescents with this science content. These studies furthered our understanding of how people reason about unseen phenomena, the kinds of materials that might intrigue youth who claim little interest in science, and how to begin to combat misinformation pervasive in this field. Our comparisons of expert, teacher, and teen reasoning about microbes revealed their distinct mental models on the topics of infection, vaccination, and immune response. Our investigation of comics confirmed their power to motivate teenagers to want to read more about science. Across all levels of science identity, we found that youth were more engaged with the comics than with comparable essays. Together, these findings provide insights into how to educate a diverse public about emerging biomedical research.  相似文献   

A Shift to Inquiry: The Heart of Effective Teaching and Professional Development for the Twenty-First Century     

Vicki Bartolini  Karen Worth  Judy E. Jensen LaConte 《The New Educator》2014,10(1):53-61

This article explores how an experienced teacher navigates the demands of curriculum to implement her inquiry-centered teaching and learning philosophy, and how administrators along the way supported her during this change. Interviews with this classroom teacher surface suggestions for twenty-first-century professional development and support, including the development of equitable, intellectual, and trusting relationships between teachers and administrators, attitudes of curiosity and availability on the part of administrators, and the use of documentation to provide evidence and visibility of meaningful teaching and learning. This article invites teachers interested in change and administrators committed to supporting competent teachers to consider the strategies proposed.  相似文献   

Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode     

Judy Li 《Journal of Library & Information Services in Distance Learning》2014,8(1-2):56-66

Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools originally designed for commercial use are now Web-based conferencing tools allowing librarians to be innovative in their service delivery, disregarding proximity barriers. This article talks about selection criteria and important features to consider when selecting e-learning instruction software. Suggestions of some free Web-based conferencing tools are provided.  相似文献   

Further Developments in Peer Assessment of Group Projects     

Judy Goldfinch 《Assessment & Evaluation in Higher Education》1994,19(1):29-35

This report advises of refinements to the peer assessment technique detailed in Goldfinch & Raeside's paper of 1990. This technique is used to assign individual marks to the members of a team who have been working on a group project. The improvements include a way of easing the administrative burden of the technique for the lecturer, and a safeguard against an observed problem whereby over‐generous students effectively penalised themselves.  相似文献   

Editorial     

Judy Palmer 《Health information and libraries journal》2002,19(4):187-187

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REVIEW ESSAY     

Judy Tait 《International Journal of Disability, Development & Education》2004,51(3):315-318

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Letters to the Editor     

Judy Sebba  Mel Ainscow  Margaret Marshall  Jean Ware 《British Journal of Special Education》1993,20(3):108-108

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The Equity Club: Community Building among Professional Women     

Judy Jolley Mohraz 《Journal of American culture (Malden, Mass. : 2003)》1982,5(4):34-39

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A Behavioural Remediation Program for Oral Reading: effects on errors and comprehension     

Nirbhay N. Singh  Judy Singh 《教育心理学》1986,6(2):105-114

Abstract This study examined the efficacy of a behavioral remediation program for oral reading on oral reading errors and comprehension of four moderately mentally retarded children. The remediation program included previewing of the target text, delayed attention to oral reading errors, and positive practice overcorrection of errors plus positive reinforcement for self‐correction of errors. A multiple‐baseline across subjects design was used, with comprehension probes scheduled once every two or three days across both baseline and remediation phases. Comprehension probes consisted of 10 questions based on the target text and aimed to assess the child's literal comprehension, interpretation and critical reading. While the results demonstrated a clear relationship between remediation and oral reading errors, the relationship between remediation and comprehension was less clear. The remediation program was effective in reducing oral reading errors and, in the course of the study, increasing comprehension scores. These results were replicated across all four subjects.  相似文献