Some Sobering Concerns     

Dr. Morton Siegel 《Journal of Jewish Education》2013,79(1)

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The double-deficit hypothesis: a comprehensive analysis of the evidence   总被引：5，自引：0，他引：5  

Vukovic RK  Siegel LS 《Journal of learning disabilities》2006,39(1):25-47

The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodology--how dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.  相似文献   

WHAT (GOOD) ARE THINKING DISPOSITIONS?   总被引：1，自引：0，他引：1  

Harvey Siegel 《Educational theory》1999,49(2):207-221

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Piaget's Conception of Epistemology*     

Harvey Siegel 《Educational theory》1978,28(1):16-22

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Recognition memory in reflective and impulsive preschool children     

A W Siegel  K C Kirasic  R R Kilburg 《Child development》1973,44(3):651-656

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Public science and public innovation: Assessing the relationship between patenting at U.S. National Laboratories and the Bayh-Dole Act     

Albert N. Link  Donald S. Siegel  David D. Van Fleet 《Research Policy》2011,40(8):1094-1099

Most studies of the effects of the Bayh-Dole Act have focused on universities. In contrast, we analyze patenting activity at two prominent national laboratories, Sandia National Laboratories and the National Institute of Standards and Technology before and after the enactment of this legislation and the Stevenson-Wydler Act. It appears as though the enactment of Bayh-Dole and the Stevenson-Wydler Act were not sufficient to induce an increase in patenting at these labs. However, the establishment of financial incentive systems, embodied in passage of the Federal Technology Transfer Act, as well as the allocation of internal resources to support technology transfer, stimulated an increase in such activity.  相似文献   

History and politics: A common fate     

Fred Siegel 《Academic Questions》1991,4(4):32-36

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Literacy Instruction,SES, and Word‐Reading Achievement in English‐Language Learners and Children with English as a First Language: A Longitudinal Study     

Amedeo D'Angiulli  Linda S. Siegel  Stefania Maggi 《Learning disabilities research & practice》2004,19(4):202-213

Socioeconomic gradients and growth‐mixture model trajectories of word‐reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy‐intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and word reading was significant in two of the three subgradients identified in English‐language learners (ELL), and in the only gradient identified in children with English as first language (L1). With more instruction, SES effects progressively disappeared and ELL and L1 gradients became identical. The trajectories showed that ELL and L1 children of middle‐SES level improved similarly as they progressed through Grade 5. However, at the lowest and highest end of the SES spectrum, the ELL children improved more than the L1 even though in kindergarten they were the most at risk for reading failure. The results suggest that the literacy‐intensive program may have reduced the negative influence of SES on word‐reading development.  相似文献   

150 years of medical information research.     

E R Siegel 《Bulletin of the American Society for Information Science / ASIS》1987,13(4):18-21

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A Network Approach to Preparing Underrepresented Students: The LEAD Model     

David J. Siegel 《Innovative Higher Education》2008,32(4):195-207

Results are reported from an empirical study of an interorganizational collaboration to prepare underrepresented students for elite postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative involving twelve U.S. universities, nearly forty multinational corporations, a federal government agency, and a nonprofit organization working together to introduce students to business education and careers in business. This article analyzes the conditions that give rise to the collaboration, its essential structural characteristics, and the consequences that flow from it.

David J. SiegelEmail:

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David J. Siegel   is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change.  相似文献