What time may tell: Towards a new conceptualization of developmental dyslexia     

Maryanne Wolf 《Annals of dyslexia》1999,49(1):1-28

This paper is a written version of the Norman Geschwind Lecture delivered to the International Dyslexia Association on November 13, 1998. The first purpose is a theoretical one: to describe a new conceptualization of reading disabilities, the double-deficit hypothesis, that depicts and integrates work on two core deficits in the phonological system and in processes underlying naming speed. Implications for subtyping, diagnosis, and, in particular, intervention are described. The second purpose is to thank the women and men whose commitment to children with reading disabilities has transformed our field over the last century. Within that double set of purposes, I wish to dedicate this paper to five research teachers whose insights have been the foundation for my work and the efforts of many of us in the field of reading disabilities research: Jeanne Chall, Carol Chomsky, Martha Bridge Denckla, Helen Popp, and especially, Norman Geschwind.  相似文献   

The potential impact of quantum computers on society     

Ronald de Wolf 《Ethics and Information Technology》2017,19(4):271-276

This paper considers the potential impact that the nascent technology of quantum computing may have on society. It focuses on three areas: cryptography, optimization, and simulation of quantum systems. We will also discuss some ethical aspects of these developments, and ways to mitigate the risks.  相似文献   

Geriatric Depression: A Clinical Guide,by Gary J. Kennedy     

Loretta Wolf 《Educational gerontology》2017,43(10):528-529

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An experimental investigation of specific language disability (dyslexia)   总被引：1，自引：1，他引：0  

Clifton W. Wolf 《Annals of dyslexia》1967,17(1):32-39

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Regression to the Mean: How Big Is It?     

Richard M. Wolf 《Educational Measurement》1995,14(1):29-29

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What Can We Learn From State NAEP?     

Richard M. Wolf 《Educational Measurement》1992,11(4):12-12

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Automaticity, retrieval processes, and reading: a longitudinal study in average and impaired readers   总被引：20，自引：0，他引：20  

M Wolf  H Bally  R Morris 《Child development》1986,57(4):988-1000

In this longitudinal investigation, the development of word-retrieval speed and its relationship to reading was studied in 72 average and 11 severely impaired readers in the kindergarten to grade 2 period (5-8 years). Subjects received a battery of 3 reading measures and 4 continuous naming tests with varied stimulus requirements. Results indicated that the relationship of retrieval speed to reading is a function of development and the correspondence between higher- and lower-level processes in the specific retrieval and reading measures. As automaticity in retrieval developed in average readers, naming-speed/reading relationships moved from strong, general predictions to highly differentiated ones. The strongest correlations were between naming speed for graphological stimuli and lower-level reading tasks. Impaired readers performed slower than average readers on all naming measures across all years, particularly on graphological symbols. 3 dyslexic subgroups emerged: the largest was globally impaired across all naming rate and reading tasks; 2 smaller subgroups had early specific, retrieval-rate deficits and dissociated reading deficits.  相似文献   

Average Effect Sizes in Developer-Commissioned and Independent Evaluations     

Rebecca Wolf  Jennifer Morrison  Amanda Inns  Robert Slavin  Kelsey Risman 《Journal of research on educational effectiveness》2020,13(2):428-447

Abstract

Rigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been fully explored is whether program evaluations carried out or commissioned by developers produce larger effect sizes than evaluations conducted by independent third parties. Using study data from the What Works Clearinghouse, we find evidence of a “developer effect,” where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties. We explore potential reasons for the existence of a “developer effect” and provide evidence that interventions evaluated by developers were not simply more effective than those evaluated by independent parties. We conclude by discussing plausible explanations for this phenomenon as well as providing suggestions for researchers to mitigate potential bias in evaluations moving forward.  相似文献   

Cultural‐competence considerations for contemporary school‐based threat assessment     

Meagan D. O&#x;Malley  Leora Wolf‐Prusan  Cecilia Lima Rodriguez  Randy Xiong  Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275

Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided.  相似文献   

Psychometric stability of nationally normed and experimental decoding and related measures in children with reading disability     

Cirino PT  Rashid FL  Sevcik RA  Lovett MW  Frijters JC  Wolf M  Morris RD 《Journal of learning disabilities》2002,35(6):525-538

Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed.  相似文献