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1.
In this paper we present an overview of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. In the present studies, 138 children read stories on the computer, in their school, for a half hour per day during a semester. Children were trained to request synthetic-speech feedback (DECtalk) for difficult words by targeting the words with a mouse. Different groups received whole-word feedback, wherein targeted words were highlighted and spoken as a unit, or segmented feedback, wherein segments of words (onsets, rimes, or syllables) were sequentially highlighted and spoken by the computer, requiring the child to pay attention to and blend the segments. Both whole-word and segmented feedback resulted in almost twice the gains in standardized word recognition scores compared to control groups that spent an equal time in their normal remedial reading program. Most important, the computer-trained groups improved their phonological decoding of nonwords at about four times the rate of the control group. However, there was a significant interaction between level of deficit severity and optimal feedback condition. The most severely disabled readers showed the largest phonological decoding gains from syllable feedback, while the largest gains for the less severely disabled readers were from onset-rime feedback. The disabled readers' level of phonological awareness at pre-test was the strongest predictor for gains in word recognition and phonological decoding. Implications of the results for future training programs are discussed. 相似文献
2.
Attention disorders in the school population include attention deficit, hyperactivity and conduct disorders. A key concept for distinguishing hyperactive from attention disorders is behavioural inhibition as advocated by Barkley, a prominent American researcher. However, the concept itself needs to be understood because, as argued in this paper, there are two kinds of inhibition: Pavlov's original concept and the American one. These should be differentiated if the abnormal conditions associated with attention and hyperactivity are to be rationally connected to cognitive characteristics, rather than to be solely based on clinical symptoms and behavioural ratings. We suggest a consensus on the concept of inhibition and a unified view of attention disorders integrating cognitive and behavioural manifestations. Finally, the importance of basing remediation on a theoretically supported and rationally derived set of cognitive training tasks for the amelioration of inattention and hyperactivity is offered. 相似文献
3.
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed
reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the
IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic
skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs
were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS).
Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with
the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or
set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper
grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve
their reading problems. 相似文献
4.
Peter Riley Bahr 《Research in higher education》2007,48(6):695-725
Prior research has established that the depth and breadth of remedial need in basic skills (math and English) exhibited by
a student at college entry are strongly and negatively associated with the likelihood of achieving college-level competency
in those subjects (i.e., successful remediation). This well-documented finding is built upon a body of work employing either
simple bivariate analyses or regression analyses that assume additive effects. Yet, there are reasons to suspect that multiple
basic skill deficiencies, rather than exhibiting additive effects alone, may exhibit a negative multiplicative interaction
effect on the likelihood of successful remediation. In this research, I test the hypothesis that the negative effect of math
deficiency increases in magnitude with decreasing English competency. Although the data support this hypothesis, I find that
this interaction does not have substantive importance in the face of the powerful direct effect of math deficiency on the
likelihood of successful remediation in math.
Direct all correspondence to the author at the Department of Sociology, Wayne State University, Detroit, Michigan, 48202 (peter.bahr@wayne.edu).
I am indebted to Tim Brown, Willard Hom, Myrna Huffman, Tom Nobert, Mary Kay Patton, and Patrick Perry of the Chancellor’s
Office of California Community Colleges for their assistance with the data employed in this study, and to Dr. John C. Smart
and the anonymous referees of Research in Higher Education for their recommendations concerning improving this work. 相似文献
5.
6.
为保障土地资源可持续利用,提高土地利用效率,促进耕地保护与土地整治、产业发展、城乡建设和生态建设的协调发展。本文利用单因素评价方法开展新增耕地潜力预测分析,对各类型预测潜力进行分级,其中农用地整理补充耕地的潜力为1075．70公顷,潜力区主要分布在五申镇、古城镇、伍什家镇,农村建设用地补充耕地的潜力为38．47公顷,潜力区主要分布在新营子镇,土地复垦补充耕地的潜力为169．32公顷,主要分布在伍十家镇和古城镇;宜耕后备土地开发的潜力为186．36公顷,主要分布在新营子镇。 相似文献
7.
HUANG Weixin 《中国科学院院刊(英文版)》2014,(2)
<正>Heterogeneous catalysis is a key technology for chemical and materials synthesis,fuel production,power generation and conversion,and environmental remediation.To cope with resources(energy)shortage and environmental pollution,chemical processes should be not only effi cient but also clean,and catalysts must be active and selective.The innovation of such catalysts requires a fundamental understanding of the structure-activity relation of catalysts that can guide the design of catalyst structures. 相似文献
8.
民国时期中华职教社对职业补习教育的探索与推广 总被引：1，自引：0，他引：1
中华职教社成立后，即开始了对职业补习教育的尝试与推广。在30多年的办学实践中。中华职教社遇到了诸多困难，也积累了丰富的经验教训，主要表现在：多方宣传倡导，积极联络职业界，解决招生问题；积极聘请、培养补校教师，保证师资质量；根据学者需要选取、编制适用教材；多种途径防范、减少流生现象。 相似文献
9.
基于生态风险空间差异的土地整治投入优先序研究 总被引：1，自引：0，他引：1
近年来,中国各地投入了大量资金实施土地整治项目,取得了显著成效,但在安排项目及其资金投入的先后顺序方面,缺乏科学的依据和标准,已成为土地整治中亟待解决的问题。本文以甘肃省华池县为例,在“十三五”土地整治规划（2016—2020年）确定的整治潜力的基础上,运用相对风险模型（RRM模型）,对华池县15个乡镇的生态风险空间差异进行评价,确定土地整治投入优先序。结果显示：①华池县土地整治生态风险划分为低风险区、中风险区、较高风险区、高风险区4个等级;②土地整治投入优先序划分为整治优先投入区、一般投入区、投入紧缩区、限制投入区,并从管控风险的角度提出各区域未来土地整治的重点方向和注意问题。研究表明：运用相对风险模型（RRM模型）评价生态风险更符合土地整治工程建设实际,在此基础上确定的土地整治优先序符合西部生态环境脆弱区实际情况,在确定土地整治资金投入顺序中是一种较好的方法。 相似文献
10.
服务补救是服务性企业在出现服务失误时所做出的一种即时性、主动性反应。其目的是通过这种反应将服务失误对顾客造成的负面影响减少至最低。图书馆也是一个以服务为主要功能的机构,借鉴服务性企业的这种管理理念和方式,对提高图书馆服务质量有着极其重要的现实意义。 相似文献