排序方式： 共有3条查询结果，搜索用时 0 毫秒
1
1.
Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch 总被引：1，自引：0，他引：1
This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed. 相似文献
2.
Joep van der Graaf Eva van de Sande Martine Gijsel Eliane Segers 《International Journal of Science Education》2019,41(9):1119-1138
Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children’s science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective. 相似文献
3.
This study focused on the feasibility of agroup-administered paper-and-pencil lexical-decisiontest as a plausible alternative or supplementary tool for the assessment of readingskills. Lexical-decision tests and oral-readingtests were administered to 130 Dutch studentsfrom primary grades 1, 2, 3, 5, and 6. Correlations were moderate to high in low grades, butdeclined in the high grades. The reliability ofthe lexical-decision test assessed by means ofa test--retest procedure was generally good. Asecond presentation of the lexical-decisiontest caused repetition effects (i.e., betterperformance on the second test), but generallyremained within reasonable limits. The presenceof different numbers of pseudowords (25%vs. 75%) in both lexical decision and oralreading, indicated that a large number ofpseudowords made oral reading harder, butlexical decision easier. Educational andclinical implications are discussed. 相似文献
1