Planum temporale asymmetry: In-vivo morphometry affords a new perspective for neuro-behavioral research     

Helmuth Steinmetz  Albert M. Galaburda 《Reading and writing》1991,3(3-4):331-343

High-resolution magnetic resonance (MR) imaging today allows the in vivo quantification of the surface area of the cortex covering the planum temporale and permits assessment of the direction and degree of individual left-right asymmetry of this structure. This methodologic advance is promoting new studies on the biological mechanisms of anatomic and functional lateralization and on the structural accompaniments of disorders such as developmental dyslexia. It is important to stress that studies must agree on the definition and measurement of planum asymmetry, and we review our definition and its justification in the present article.Data obtained from normal subjects supported the assumption that planum (a)symmetry underlies functional lateralization. Thus, familial sinistrality predicted for symmetry of the planum in all eight left-handers studied. The pattern of planum symmetry in the normals was similar to that found in the post mortem studies of dyslexic individuals. Insofar as hand preference and developmental dyslexia are in part genetically transmitted, we suggest that planum symmetry may represent an inherited condition as well. Further-more, even though planum symmetry is part of the anatomic substrate of developmental dyslexia, it is unlikely that it represents a form of developmental anatomic pathology.  相似文献   

Differential Reading,Naming, and Transcribing Speeds of Japanese Romaji and Hiragana     

Jun?YamadaEmail author  Che?Kan?Leong 《Reading and writing》2005,18(4):303-323

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Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

Beginning reading strategies in children experiencing contrasting teaching methods     

Paul Timothy Sowden  Jim Stevenson 《Reading and writing》1994,6(2):109-123

Two groups of 4.5–5.5 year old children in their first year at school were examined; one taught by a whole word teaching method and one taught by a mixed whole word and phonological teaching method. The children were given a test to investigate their reading of normal words. The results of this test were subjected to a detailed error analysis and the two groups were examined in order to see if there were differences in the reading strategies they used. No evidence was found counter to the assumption that reading begins with a logographic stage. However, it was found that teaching method was having a significant impact on the reading strategies which the children adopted. In addition it was found that a number of children from the whole school appeared to exhibit letter by letter reading. This suggests that letter by letter dyslexia might in part be an extreme form of a strategy used by normal readers.  相似文献   

Creating the valuable: reading as a matter of health and successful parenthood     

Elin Sundström Sjödin 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):46-60

ABSTRACT

There have been increasing demands to improve Swedish children’s reading habits, triggered by poor PISA results in 2013, and public healthcare has stepped in as a strong reading-promoting actor. Drawing on the emerging field of valuation research in STS, the paper explores the values enacted in health-related information brochures about reading that are distributed to all Swedish parents at various times of their children’s lives. The analysis demonstrates how the lack of reading books is enacted as a public health problem that requires prevention and intervention of public healthcare. Health is thus recruited as a stabilising actor in the process of determining the value and importance of reading and where the problem of non-reading of books becomes a private matter for families to solve. The analysis also shows how instances of health-promoting intentions of doing good can in effect be marginalising by viewing specific people as less valuable.  相似文献   

Attitude items and low ability students: the need for a cautious approach to interpretation     

Michela Gnaldi  Ian Schagen    Jo Morrison 《Educational studies》2005,31(2):103-113

The results of the Progress in International Reading Literacy Study (PIRLS 2001) were published in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, PIRLS 2001 also collected questionnaire information from children, their teachers, headteachers and parents. The results showed not just how well students can perform in various reading tasks, but also the relationship between reading abilities and other characteristics, including the characteristics of their homes and schools, the students' attitudes to reading, reading enjoyment, self‐confidence, engagement and perceptions of their reading abilities. Surprisingly enough, children in England were reported as having poor attitudes to reading, compared to children in many other countries, despite high achievement on the reading tests. This paper raises some concerns about the interpretation of results from the study, suggesting a more complex picture than that presented in the summary index published in 2003. Our secondary analysis of the attitude and achievement data from PIRLS shows that pupils with low ability levels have misunderstood the questions which tested their attitudes towards reading. The authors point out that caution is needed when making cross‐country comparisons to avoid naïve approaches to interpretation.  相似文献   

大学英语泛读教学中的文化导入     

赵云丽 《南宁师范高等专科学校学报》2006,23(3):46-48

英语教学的终极目标之一是培养学生用语言进行跨文化交际的能力、英语泛读教材蕴涵着丰富的社会文化内容，学生有必要认知教学中的文化导入是学生走进它、认知它的重要方式．这些文化知识的获取对培养学生跨文化交际能力确有指导意义，本文对泛读教学中的文化导入的意义、内容、原则、方法等进行初步论述，为英语学习者抛砖引玉，  相似文献   

高校课堂教学互动的影响因素与提升策略研究     

束义明  张丽霞  李浩东 《教育教学论坛》2019,(7):232-233

在互联网技术和建构主义教育思想的影响下,以"讲授为基础"的传统课堂教学体系受到了前所未有的挑战,强化课堂教学互动已经成为创新人才培养、提高教学质量的重要途径。本研究在探讨课堂教学互动动因的基础上,分析了课堂教学互动的影响因素,进而提出了促进高校课堂教学互动的策略。  相似文献   

五羊-本田市场营销策略的博弈分析及启示     

尚万春 《安阳工学院学报》2007,(2):69-71

针对五羊-本田市场营销策略的现状:高品质、高成本、高价格、低利润、市场萎缩,以价格作为切入点,用博弈论中不完全信息静态博弈、不完全信息动态博弈的方法浅析其营销策略的有效性,并得出五羊-本田市场营销策略不妥的结论及对企业在制定营销策略中的启示。  相似文献   

英语阅读的词汇阈限     

韩刚  耿凤竹 《山东教育学院学报》2007,22(4):102-104

在一定条件下,词汇知识与英语阅读能力密切相关。词汇知识的描述可以从广度和深度两个方面进行,词汇知识的统计要明确词标、基础词、词族和词项四个概念。要形成独立阅读英语原著的能力,词汇知识至少要达到3000词的词汇阈限。超过这个阈限后,母语阅读技能开始向英语阅读大规模迁移;达不到这个阈限,词汇知识不足是制约英语阅读能力的主要因素。  相似文献