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Spanish-speaking children learn to read words printed in a relatively transparent orthography. Variation in orthographic transparency
may shape the architecture of the reading system and also the manifestation of reading difficulties. We tested normally developing
children and children diagnosed with reading difficulties. Reading accuracy was high across experimental conditions. However,
dyslexic children read more slowly than chronological age (CA)-matched controls, although, importantly, their reading times
did not differ from those for ability-matched controls. Reading times were significantly affected by frequency, orthographic
neighbourhood size and word length. We also found a number of significant interaction effects. The effect of length was significantly
modulated by reading ability, frequency and neighbourhood. Our findings suggest that the reading development of dyslexic children
in Spanish is delayed rather than deviant. From an early age, the salient characteristic of reading development is reading
speed, and the latter is influenced by specific knowledge about words. 相似文献
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To meet the demands of industry, the skill base necessary for information systems personnel has broadened in scope to encompass not only technical abilities but competence in team work, communication, and creativity, and an understanding of business functions. The traditional approach to information systems curricula, however, may not fully serve to address these areas in student development. This paper proposes the use of a capstone information systems course as a part of an information systems education to develop students’ abilities and skills needed in the integrative information systems/technology and business areas. It is argued that a properly designed and taught capstone course offers curriculum flexibility and can satisfy the requirements of stimulating the creative mind to integrate various interrelated concepts, and acquisition of practical knowledge. 相似文献
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This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour. 相似文献
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