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Dan Lin Catherine McBride‐Chang Dorit Aram Iris Levin 《Journal of Research in Reading》2011,34(4):426-442
The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition. 相似文献
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The current study follows up on Aram andLevin's (2001, Cognitive Development, 16, 831–852)analysis of the role of maternalwriting mediation among low SES Israelikindergartners. That study's main findingindicated that the quality of maternal writingmediation correlated concurrently withkindergartners' literacy skills aftercontrolling for socio-cultural measures. Thepresent study followed up the participants tothe second grade in school, and evaluated theirlevel of Spelling, Reading Comprehension, andLinguistic Knowledge two and a half years later. Theresults indicate that the children's literacymeasures in school were predicted by maternalwriting mediation in kindergarten beyond SESand the early literacy measures assessed in thekindergarten (Word Writing and LinguisticKnowledge). These results highlight thesignificance of early maternal writingmediation as a major factor in literacydevelopment. 相似文献
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Although the Internet is largely decentralized in its communication and social patterns, its technical and regulatory apparatuses are highly centralized and hierarchical. Consequently, digital communications are vulnerable to a degree of surveillance and censorship that would be unthinkable in traditional social arenas, threatening “Internet freedom” and cyberliberties in both democratic and politically repressed societies. We believe a new architecture is required in order to protect the continuance of civil liberties in networked society. In this article, we propose 10 “social specifications” describing the requirements of such a network, and outline an architecture called MondoNet that meets these specifications using ad hoc, wireless mesh networking technologies. We also address the legal and technical challenges facing the MondoNet project, and anticipate future developments in this field. 相似文献
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The National Committee on Science Education Standards and Assessment (1994 draft) viewed several science processes as important to an understanding of science as inquiry: formulating usable questions, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, communicating, and coordinating and implementing a full investigation. This study is one of three undertaken to develop research rubrics for a performance assessment of science processes and to evaluate seventh-grade science students' ability to perform them. Specifically, this article focuses on the processes of recording data, analyzing data, drawing conclusions, and providing evidence. A total of 364 students field tested the Alternative Assessment of Science Process Skills. Their responses were used to develop a research rubric, and then this rubric was used to determine response patterns that could inform both instruction and assessment of science process skills. Only 61% of students performed the activity and recorded data successfully. Sixty-nine percent of students did not attend to the hypothesis in drawing their conclusions. Eighty-one percent did not provide specific evidence for their conclusions. These results were discussed in light of relevant theories and models as well as their implications for instruction and assessment. © 1996 John Wiley & Sons, Inc. 相似文献
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Aram deKoven 《Multicultural Perspectives》2013,15(3):155-159
Conversations about racism and White privilege are rarely easy, but are necessary in order to have a more equitable society. Through honest and properly facilitated dialogues, people can work through their prejudices toward other people. In this article the author explores two ways in which White preservice educators inadvertently halt classroom conversations about racism. 相似文献
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The validity of discrepancy criteria for identifying children with developmental language disorders. 总被引：1，自引：0，他引：1
Empirical data from two studies address the clinical validity of discrepancy criteria for identification of children with developmental language disorders (DLD). Study 1 involved 256 preschoolers clinically defined as DLD and meeting inclusionary criteria for normal hearing, intellectual, neurological, and psychiatric status. Application of alternative psychometrically derived discrepancy criteria identified only 40% to 60% of the clinically defined group as language disordered. Study 2 applied nonverbal IQ-language performance discrepancy criteria to 368 eight-year-old, randomly selected control subjects, resulting in over 45% of the controls being identified as DLD. Factors contributing to underidentification in Study 1 and over-identification in Study 2 are discussed, raising questions regarding the validity of discrepancy criteria for identification of DLD children. 相似文献
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The present study aimed to extend understanding of preschoolers’ early spelling using the Vygotskian (Mind in society: the development of higher psychological processes, Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children’s word spelling level beyond the contribution of three internal child measures: early literacy (phonological awareness and letter naming), private speech while spelling (self-directed talk), and behavioral regulation. Children’s private speech during spelling—their tool to regulate thinking—has not yet been studied in the early literacy context. Fifty Israeli preschoolers (M = 68.66 months) of middle-high SES were videotaped while spelling words with their mothers and while spelling these words independently. Children’s phonological awareness, letter naming, and behavioral regulation were assessed individually. Results showed that children’s internal measures (early literacy, private speech while spelling, and behavioral regulation) predicted children’s early spelling (63 % of the variance), and the external measure of maternal spelling support added uniquely (12 %), together explaining 75 % of the variance in children’s spelling level. Findings suggested that mothers adjust their spelling support to meet young children’s existing literacy skills but also coach children to strive toward higher spelling performance. Furthermore, the study illuminates the role of a new measure in the context of children’s early literacy—private speech during spelling. 相似文献
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Dorit Aram 《Early education and development》2013,24(1):71-92
This study investigated whether mothers are responsive to their children's literacy level, thus employing different writing mediation styles with each twin according to the child's level, or whether they possess a consistent style employed with both twins. The sample included 28 sets of twin kindergartners (56 children, M age = 68.89 months) and their mothers. Children's literacy underwent individual assessment in their kindergartens. During home visits, mother–child writing interactions with each twin were videotaped. Interactions underwent analysis for task-specific measures (grapho-phonemic mediation, printing mediation, demand for precision, reference to orthography) and for general measures (atmosphere, mutuality, reinforcements, task perception). Findings demonstrated that along with sensitivity to the child's level (mediating on a higher level to the higher achieving twin), mothers of twins possessed a consistent mediation style. Sensitivity to the differences in literacy between the twins was salient in the task-specific mediation measures, whereas the presence of a style appeared in all the mediation measures. The results of this study support the stance that mothers' mediation style deserves to be acknowledged as an influencing factor in children's literacy development. 相似文献