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排序方式: 共有238条查询结果,搜索用时 15 毫秒
1.
Chayna J. Davis Valerie S. Knopik Richard K. Olson Sally J. Wadsworth John C. DeFries 《Annals of dyslexia》2001,51(1):231-247
The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by
fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited
reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities
Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated
that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that
of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared
environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range
samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and
RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance
and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results
support previous findings that the best predictors of reading skills may differ for samples of children with normal reading
levels and those with reading difficulties. 相似文献
2.
Abstract In this pilot study, four third‐year teacher trainees were trained to give feedback to parents who were tutoring their own children in reading using the Pause Prompt and Praise procedures. The trainees learnt to teach the procedures to the parents and then to give feedback by prompting parents to remember and explain their own tutoring behaviours. Baseline measures showed that when trainees were asked to help parents in any way they could to implement the procedures, they used very intrusive forms of prompts. Following training trainees used much less intrusive forms of prompts, giving parents more opportunity to remember and explain their own tutoring behaviours. It was argued that less intrusive forms of prompting when giving feedback may have been of more assistance to parents in learning the procedures than more intrusive forms of prompting, since parents may have learned to become more independent of trainee support. This, in turn, may have contributed to the substantial gains in children's reading levels which occurred. 相似文献
3.
S. P. Newman H. Karle J. F. Wadsworth R. Archer R. Hockly P. Rogers 《Journal of Research in Reading》1985,8(2):127-138
The association of reading disability with perceptuomotor problems has had a chequered history. This study examines the relationship between a new test of ocular dominance and reading and spelling ability in a group of 323 schoolchildren. Similar rates for unfixed ocular dominance were found for poor readers as in comparable studies. The rates of unstable ocular dominance did not differ between those with reading and spelling difficulties and controls. These findings in a ‘blind’ study question the role of this test of eye dominance as a diagnosis of ‘dyslexia’. 相似文献
4.
Tony Cooper Keri Wilton Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11
This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services. 相似文献
5.
Ted Goodhew Professor R. F. Dearden John Alcock Caroline Lodge 《Pastoral Care in Education》2013,31(3):231-240
Ted Goodhew, T.R.I.S.T. Advisory Teacher, Berkshire County Council, ‘New Directions in Pastoral Care’, Edited by Peter Lang & Michael Marland, 1985 Blackwell — Professor R. F. Dearden, University of Birmingham, Profiles and Records of Achievement, Patricia Broadfoot (ed) 1986 Holt, Rinehart and Winston £6.50 paperback Pat Salder, Education for Capability, Ed Tyrrell Burgess N. F. E. K./Nelson 1986 £10.95 John Alcock, University of Warwick, Solo Monologues for Drama,John Goodwin and Bill Taylor 1985 Edward Arnold Ltd £2.15 Caroline Lodge, White Hart Lane School, London, Sharing,Beryl Heather FPA Education Unit 1984 52pp £3.50 相似文献
6.
Ted Westervelt 《期刊图书馆员》2015,68(1-4):269-273
The Library of Congress has been actively building digital content within its collection for some years now. This article addresses this digital collection building, covering both the technical means and the practical results. It discusses the underlying philosophies that are guiding the Library of Congress and identifies the areas in which the Library wishes to expand its operations along with the key questions it faces currently in meeting this goal. Finally, it seeks to share the lessons it has learned in the process. 相似文献
7.
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading 下载免费PDF全文
Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington John C. DeFries Sally J. Wadsworth Erik Willcutt Richard K. Olson 《Child development》2015,86(2):342-361
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming. 相似文献
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