A critical review of systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning     

Ann Lewis  Brahm Norwich 《Journal of Research in Special Educational Needs》2001,1(1)

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Coloured overlays and their benefit for reading     

Arnold Wilkins  Elizabeth Lewis  Fiona Smith  Elizabeth Rowland  Wendy Tweedie 《Journal of Research in Reading》2001,24(1):41-64

Children in mainstream schools compared text on white paper with identical text covered in turn by each of ten differently‐coloured plastic overlays. More than 50% reported improved perception with one or more colours, and were given the best colour to use. About half used the overlays for more than three months and their reading speed increased when the overlays were used. In Study I children were examined twice using different methods and examiners. 47% chose the same colour on both occasions, and showed the greatest improvement in reading fluency, reliable at retest. In Study II children were issued with a random colour, and the greatest improvements in reading speed occurred when the random colour was the same as that previously chosen. Phonological reading strategies were not related to visual symptoms, or the benefit from overlays. Across individuals, reading speed varied by a factor of more than three, for good and poor readers. Study III provided estimates of the prevalence of improvements based on a sample of 426 children from 12 schools: 5% of children read more than 25% faster with a coloured overlay.  相似文献   

Costs and economies of scale in Turkey's postsecondary vocational schools     

Halil Dundar  Darrell R. Lewis 《Higher Education》1995,30(4):369-387

The study reported in this paper examines the institutional cost structures of the postsecondary vocational education system in Turkey. The study uses a single-output quadratic cost function to analyze 65 individual vocational schools located within the 28 existing universities. Appropriate controls for institutional quality, discretionary allocation of staffing resources, the degree of technical instruction in the cirriculum, and regional variation are also included. Both average and marginal costs for each school are estimated over relevant ranges of student enrollments for determing prospective degrees of economies of scale. The findings should help policy makers in Turkey determine which vocational schools can reap efficiencies by an expansion (or contraction) of their student enrollments.  相似文献   

Adolescent coping in the Australian context     

Erica Frydenberg  Ramon Lewis 《The Australian Educational Researcher》1991,18(2):65-82

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Life parallels art at St. Bonaventure     

Lionel S. Lewis 《Academic Questions》2002,15(3):53-58

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Differences in Shame and Pride as a Function of Children''s Gender and Task Difficulty     

Michael Lewis  Steven M. Alessandri  Margaret W. Sullivan 《Child development》1992,63(3):630-638

3-year-old children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Significantly more shame was shown when subjects failed easy tasks than when they failed difficult tasks, and significantly more pride was shown when subjects succeeded on difficult than on easy tasks. While there were no sex differences in task failures, girls showed more shame than boys. There were no sex differences in pride when subjects succeeded.  相似文献   

Book reviews     

Elton  Lewis  Skilbeck  Malcolm  Ross  A. M. 《Higher Education》1984,13(3):339-346

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Primary Children's Use of Information Books     

David Wray  Maureen Lewis 《Literacy》1992,26(3):19-24

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Age and gender differences in children's and adolescents' adaptation to sexual abuse     

Feiring C  Taska L  Lewis M 《Child abuse & neglect》1999,23(2):115-128

OBJECTIVE: How children manifest psychological distress following the discovery of sexual abuse requires a better understanding of individual differences in developmental capacities and vulnerabilities. This study examined how age at the time of the abuse discovery and gender of victim are related to psychological distress. METHOD: One hundred and sixty-nine participants (96 children, 73 adolescents) were interviewed within 8 weeks of discovery of the abuse. Multivariate analyses were used to examine how age at discovery, and gender, with abuse characteristics as covariates, were related to shame, attribution style, depression, self-esteem, and traumatic events sequelae. RESULTS: Adolescents compared to children report a higher level of depressive symptoms, negative reactions by others, and lower levels of self-esteem, social support, and sexual anxiety. Girls compared to boys report higher levels of intrusive thoughts, hyperarousal, sexual anxiety, personal vulnerability, and perceiving the world as a dangerous place and lower levels of eroticism. CONCLUSIONS: These findings suggest the importance of considering individual differences in age and gender for understanding patterns of symptom expression. Treatment strategies need to reflect these individual differences in adjustment, such as targeting issues of sexual anxiety for girls and self-esteem for adolescents.  相似文献   

Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers     

Kandia Lewis  Lia E. Sandilos  Carol Scheffner Hammer  Brook E. Sawyer  Lucía I. Méndez 《Early education and development》2016,27(4):478-494

Research Findings: This study explored the relations between Spanish–English dual language learner (DLL) children’s home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children’s Spanish language abilities. In addition, the frequency with which children told a story was positively related to children’s performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children’s language abilities are discussed.  相似文献