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Skilled and less skilled beginning readers were taught to read and define 10 printed pseudowords. Then they rehearsed the spellings of the words in one of two ways. Experimental subjects performed activities to retain spellings in memory as orthographic images. Control subjects rehearsed the letters similarly but with the correct spellings in view. Post-tests revealed that experimentals remembered spellings better than controls. This indicates that the activity of committing letters to memory is better for learning spellings than copying letters which is what most spelling programs have learners do. Experimental subjects' superior knowledge of spellings, however, did not enable them to read the words faster or more accurately than controls, possibly because of overlearning. Comparison of good and poor readers' word-learning behavior revealed greater deficiencies in phonological than in semantic processes. Correlational analysis indicated that background skills are much more powerful than specific learning experiences in accounting for individual differences in reading and spelling performances. 相似文献
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Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers’ knowledge and effectiveness in teaching phonics and the extent that it improved students’ achievement in reading and spelling. Teachers in urban, lower SES schools completed a 45 h course followed by 90 h of in-school training. Mentors (N = 29) worked with kindergarten, 1st, 2nd, and 3rd grade teachers (N = 69) twice a week for 30 weeks during the year. Each visit included a 45 min prep period plus 45 min of modeling and feedback in the classroom. Mentors taught teachers how to provide systematic phonics instruction to their students (N = 1,336). Monthly ratings by mentors revealed that teachers improved their phonics teaching skills with many reaching the highest ratings by May. Teachers who were non-native speakers of English took a bit longer to learn the English sound system for letters, mainly because they lacked sufficient knowledge of English sounds and had to learn them. Given the increasing diversity of the teacher work force, future research is needed to study this difficulty, its solution, and impact on students. Teachers’ agreement with principles of phonics instruction remained strong or increased from fall to spring. Students’ reading and spelling skills showed large gains during the year and far exceeded effect sizes from comparable data sources. Students met grade-level expectations at the end of kindergarten and first grade but fell short in second and third grades. General education students outperformed bilingual/ELL and special needs students although all subgroups made large gains. Findings reveal the effectiveness of an intensive mentoring model of professional development applied to a subject that is difficult to teach and to a student population known for lower reading achievement. Findings point to the need for better pre-service teacher preparation coupled with appropriate curricula and PD from districts in order to improve students’ reading achievement. 相似文献
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Hong Li Jie Zhang Linnea Ehri Yu Chen Xiaotong Ruan Qiong Dong 《Reading and writing》2016,29(7):1363-1381
Previous research has shown that the presence of English word spellings facilitates children’s oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in Chinese is interesting but not intuitively obvious due to the character writing system representing morphosyllabic but not phoneme-size information, and the more direct semantic-orthography mapping but less consistent orthography and pronunciation correspondence in Chinese. The current study aims to examine whether semantic and phonological information provided by character radicals affects oral vocabulary learning of Chinese children. Twenty-four second graders studied made-up associations between 12 spoken labels and pictures accompanied either by accurate phonological information characters, misleading phonological information characters, or no orthography. Half of phonologically accurate or misleading characters were semantically accurate or misleading. Pictures prompted recall of spoken labels without orthography present on tests. Results showed that exposure to characters which accurately represent sounds and meanings during learning did not enhance recall of the spoken labels compared to no orthography in early trials. But exposure to characters, which misrepresent sounds and meanings, significantly impeded vocabulary learning compared to no orthography. 相似文献
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Kristin L. Sayeski Gentry A. Earle R. Paige Eslinger Jessy N. Whitenton 《Annals of dyslexia》2017,67(1):26-41
Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates’ development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n?=?52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed. 相似文献
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Abstract Six contemporary leaders from the field of gifted education responded to questions concerning past, present, and future issues surrounding the education of gifted and talented youth. This report was designed to provide expert perspectives on (a) the accomplishments of gifted education, (b) core non‐negotiables about educating gifted children that all teachers should know, and (c) future challenges and directions for this field of study and practice. Qualitative analysis of the responses yielded core themes in each of the major areas, which are reported with summaries of responses and quotes from each respondent. 相似文献
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Jean Gwin Donna Troxell Martha Lane Freedle Kenneth R. Mullins Juanita Gentry 《Peabody Journal of Education》2013,88(2):91-95
Science Related to Life: Book Two, Heat and Health. By Reh. American Book Co., New York, 1932. Pp. 192. Embryology. By Mary T. Haeman. Philadelphia: Lea &; Febiger, 1932. Pp. 2–476. Educational Biology. By William H. Atwood and Elwood D. Heiss. Philadelphia: P. Blakiston's Son and Company, 1933. Pp. xiii + 475. Problems in Biology. By George W. Hunter. New York: American Book Company, 1931. Pp. v + 706. Practical Bacteriology. By T. J. Mackie and J. E. McCartney. New York: William Wood and Company, 1931. Pp. xv + 421. The Collection and Preservation of Animal Forms. By Morris M. Wells. Chicago: General Biological Supply House, 1932. Pp. 72. A Textbook of Histology. By J. Lewis Bremer. Philadelphia: P. Blakiston's Son &; Co., Inc. Pp. 568. Elementary Bacteriology. By Joseph E. Graves and Ethelyn O. Graves. Philadelphia: W. B. Saunders Company, 1932. Pp. 5–535. Directing Language Power in the Elementary School Child. By Caroline J. Trommer and Teresa A. Regak. New York: The Macmillan Company, 1933. Pp. xii + 497. Adventures, Book I; Trail Fires, Book II; Eastward Ho! Book III; Higher Levels, Book IV. By Grace Walker, Neli. F. Bartels and Mary E. Marye. (A series of work‐books) New York: Harcourt Brace and Company, 1932. Effective Instructional Leadership. By a Committee, Rudolph D. Lindquist, Chairman. New York: Columbia University, 1933. Pp. ix + 183. On Teaching English. By Howard Francis Seely. New York: American Book Company, 1933. Pp. xix + 391. My Life Book. By Neal Stoddard. Cincinnati: American Book Company, 1933. Pp. vi + 106. Fundamentals of Bookkeeping and Business. By Charles E. Bowman and Atlee L. Percy. Cincinnati: American Book Company, 1933. Pp. viii + 316. The New First Course in Home Making. By Maude Richman Calvert and Anne E. Richardson. Atlanta: Smith, Hammond and Company, 1932. Pp. xiii + 507. The Role of the Teacher in Personnel Work. By Ruth StranG. New York: Columbia University, 1932. Pp. xv + 332. An Orientation Course in Education. By Joseph S. Butterweck and J. Conrad Seegers. New York: Houghton Mifflin Company, 1933. Pp. vi + 392. Education and Certification of Elementary Teachers. Frank P. Bachman. Field Study No. 5 of the Division of Surveys and Field Studies, Peabody College. Modern School Administration—Its Problems and Progress. By John C. Almack. New York: Houghton Mifflin Company, 1933. Pp. viii + 382. The Evolving Common School. By Henry C. Morrison. Cambridge: Harvard University Press, 1933. Pp. 62. State Scholarship Students at Hunter College of the City of New York. By Adele Bii dwrsee. New York: Columbia University, 1932. Pp. xii + 138. Teaching History in the High School. Mary E. Peck. Published by the State Teachers College, Farmville, Virginia, 1933. Forward Steps in Thinking and Writing. Wilson‐Rubado‐Scovlle and Johnson. Silver Burdett &; Co., 1933. A Point Scale of Performance Tests. By Grace Arthur. New York: The Commonwealth Fund, 1933. Pp. xi + 106. Principles of Genetics. By Edmund W. Sinnott and L. C. Dunn. New York: McGraw‐Hill Book Company, Inc., 1932. Pp xvi + 441. New High School Arithmetic—Revised. By Webster Wells and Walter W. Hart. New York: D. C. Heath and Company, 1933. Pp. viii + 357. Teacher Absence and Leave Regulations. By William D. Kuhlman. New York: Columbia University, 1933. Pp. viii + 75. Co‐operative Citizenship. By Joseph Irvin Arnold. Evanston, Ill.: Row, Peterson and Co., 1933. Pp. lii + 716. Stimulation of Educational Undertakings. By J. Wayne Whightstone. New York: Columbia University, 1933. Pp. viii + 76. Biology and Human Welfare (New Edition). By James Edward Peabody and Arthur Ellsworth Hunt. New York: The Macmillan Company, 1933. Pp. xii + 658. 相似文献
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Every year since 1964, approximately 120 high-school seniors have been selected for presidential recognition, from across the United States. As the first cohort of Presidential Scholars enters their 60s, we wanted to hear what they think about the roles that academic, professional, and personal achievement have played in their lives and to reconsider sex differences found in earlier studies. Our findings are reported here both as summary data of the responses of 145 Scholars from the 1964–1968 cohort and as selected excerpts, in their own words. Participants in this study share their wisdom about giftedness and talent as it develops across the life span and offer advice to parents, educators, and highly capable young people. They emphasize the importance of hard work, perseverance, and personal relationships and suggest that success is more about self-acceptance and personal fulfillment than it is about formal recognition and prizes. 相似文献
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Project high hopes summer institute: Curriculum for developing talent in students with special needs
This article examines a summer institute curriculum that was developed for and used with handicapped students who were identified as gifted in the area(s) of visual arts, performing arts, engineering, or life sciences. The students and the summer institute were part of a federally funded Javits program, Project High Hopes. The curriculum was real world, multi‐disciplinary and problem based in that it used a decaying water feature on the school grounds as its focus. Using a creative problem solving process, students identified problems with the water feature, developed solutions, created presentations, and presented their solutions to the school board. Student products are described as are conclusions, results and possible implications for other educational settings. 相似文献