Buffalo Jones and the Conquest of the East African Frontier     

James B. Wolf 《Journal of American culture (Malden, Mass. : 2003)》1986,9(3):39-48

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Assessing Core Skills: wisdom or wild goose chase?     

Alison Wolf 《Cambridge Journal of Education》1991,21(2):189-201

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Naming,reading, and the dyslexias: A longitudinal overview     

Maryanne Wolf 《Annals of dyslexia》1984,34(1):87-115

In research in the cognitive and neurosciences, a co-occurrence between naming and reading disorders has been found in children and aphasic adults. Evidence from a completed cross-sectional study will be briefly summarized and an ongoing longitudinal study will be presented to suggest that factors disrupting specific stages of the naming process can impede the development of children’s reading in particular, perhaps predictable, ways. Based on the components of a neurolinguistic model of naming, a battery of naming and reading tests was administered to a longitudinal sample of 115 children before, during, and after reading acquisition. Preliminary trends indicate that poor readers are significantly different (p<.001) from average readers on all naming tests except those emphasizingreceptive vocabulary perception. Tests emphasizing retrieval rate are best able to predict patterns of naming performance and errors characterize specific subgroups of the dyslexias. The research was supported in part by funds from the Livingston Fellowship Foundation, Department of Social Psychiatry, Harvard Medical School and Biomedical Research Support Grants from Tufts University.  相似文献   

Creating prop boxes to stimulate dramatic play and literacy development     

Cathleen S. Soundy  Phyllis Wolf Gallagher 《Early Childhood Education Journal》1992,20(2):4-8

The sign says OPEN and five excited preschoolers are at play in a thematically based dramatic center. Their teacher has transformed a corner of the room into a shoe store, complete with materials designed to support the children's early literacy development.Cathleen S. Soundy is with the College of Education, Temple University, and Phyllis Wolf Gallagher is with the Education Department, Holy Name College, Philadelphia, PA.  相似文献   

The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders     

Tami Katzir  Shelly Shaul  Zvia Breznitz  Maryanne Wolf 《Reading and writing》2004,17(7-8):739-768

Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369–396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well as their individual language-specific attributes. The aim of this study, was to investigate the shared and distinctive characteristics of readers with dyslexia on reading and reading fluency across Hebrew and English orthographies. Differences between 60 Hebrew and English-speaking children with dyslexia on a battery of cognitive, linguistic, and reading measures will be discussed along with theoretical implications.  相似文献   

Perception: Its importance in educational television     

Willavene Wolf Dr. 《Educational technology research and development : ETR & D》1962,10(2):140-143

Conclusion Since studies on physiology have been extremely important in the field of reading, the potential importance of similar studies in instructional television cannot be overlooked. Overcrowded schools, the teacher shortage, and the rising cost of education make it imperative that schools consider every new device available to give children a better education. However, these devices must not be accepted at face value with no consideration of their possible improvement or potential. Educators must begin striving for improvement of these devices. A good beginning would be in the area of the physiology of television viewing. Note: ThisAVCR supplement also includes papers by Abraham S. Luchins, Howard H. Kendler, Robert Glaser, Frederick J. McDonald, and James Deese, who wrote the summary and called the issue “a mine of possible applications” for audiovisual specialists. Since its publication, the demand for additional copies has been brisk. A limited supply is still available at $1.50 per single copy from the Publications Sales Division, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. The discount for more than ten copies is 20 percent; for two to ten copies, the discount is 10 percent.  相似文献   

Secondary School Choice as a Window on Jewish Faith Schools in Contemporary British Society     

Helena Miller  Alex Pomson  Hagit Hacohen Wolf 《Journal of School Choice》2016,10(4):537-559

ABSTRACT

Research into school choice has generally explored both the processes by which choices are made and the considerations that parents explore when making this important decision on behalf of their children. This article examines the secondary school choices of Jewish parents in the United Kingdom. It explores parents’ reasons for choosing to select Jewish faith secondary schools. We frame our arguments against the backdrop of the wider faith-school phenomenon in the UK, and as with the Christian communities, we find a disconnect between the small number of Jewish adults attending places of worship regularly and the growing number of Jewish children attending Jewish faith schools. We show that for many parents, schooling is synonymous with Jewish socialization, or enculturation; developing networks of Jewish friends, providing sufficient cultural resources to enable participation in Jewish life, and nurturing distinctive values. We show how Jewish schools have become more than places for academic advancement for these families; they have become the primary locus of Jewish community.  相似文献   

Book reviews     

Gilbert De Landsheere  Irving G. Hendrick  Albert Pflüger  Pote Sapianchai  Gerald Fry  C. G. Odaet  Richard M. Wolf  Gerlind Schmidt  Reg James  Douglas Pidgeon  Charles R. Foster  Ervin Bán  Daniel M. Purdom  Vincent Rogers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):81-98

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Focus in creative learning: drawing on art for language development     

Shirley Brice Heath  Shelby Wolf 《Literacy》2005,39(1):38-45

This article asks what happens to the learning of young children when they work regularly with a professional visual artist in their school. Through Creative Partnerships, a national programme initiated in 2002 to bring creative professionals into schools across England, some school children have had the opportunity for sustained project work with artists. Examined here is the context in which children (ages 4, 5, 6 and 7) worked one day a week during the academic year of 2003–2004 with Roy Smith, resident artist in Hythe Community School. Key to the children's drawing, painting and talking was close focused attention on details of three‐dimensional objects, portraits, still‐life works and their own creations. Smith's conversations with the children routinely included three and four‐syllable technical terms, biographical details of artists' lives and comparative critiques. Within several months, the art of the children reflected understanding of concepts such as foregrounding, and they showed confidence in working with problems Smith set up for them (“What do you think would happen if …?”). Particularly important here is the combination of manual and linguistic work that demands attention to detail, receptive understanding of complex terms and processes, and familiarity with the analytical and sequential thinking needed to identify and solve problems.  相似文献   

The varieties of pathways to dysfluent reading: comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading     

Katzir T  Kim YS  Wolf M  Morris R  Lovett MW 《Journal of learning disabilities》2008,41(1):47-66

The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability-achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability-achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity.  相似文献