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Jørgen Frost Ernst Ottem Catherine E. Snow Bente E. Hagtvet Solveig Alma Helaas Lyster Claire White 《Scandinavian Journal of Educational Research》2014,58(4):495-511
Two ways of measuring change are presented and compared: A conventional “change score”, defined as the difference between scores before and after an interim period, and a process-oriented approach focusing on detailed analysis of conceptually defined response patterns. The validity of the two approaches was investigated. Vocabulary knowledge was assessed by means of equivalent multiple-choice tests administered before and after an intervention, and four characteristic responses were observed: Words consistently not understood; words inconsistently understood; learned words; and words consistently understood. The results showed that inclusion of the category “words consistently not understood” offered a “truer” gain score than did the conventional change score. It captured more variance from age and cognitive constraints and appeared educationally more reliable from an assessment-for-teaching-perspective. 相似文献
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In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private, using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life. 相似文献
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The aim of the present study is to evaluate the effect of MultiFunk, a computer program designed to assist reading, on the reading and spelling proficiency of struggling readers. Fifty‐two below‐average readers and spellers, in grades 5, 6 and 7, were randomly assigned as experimental and control groups (N?=?26?+?26). In addition, 114 classmates, who read normally, were included to compare changes in basic literacy development during the intervention. A pre‐test, intervention, post‐test, control‐group design was used to evaluate the effects of the software, using texts to suit the pupils’ own choices and interests. The findings indicate that computerized assistive reading has the potential to aid and support the development of basic literacy skills in a broad group of struggling readers and spellers. Issues concerning the MultiFunk text‐to‐speech technology are discussed. 相似文献
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We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills. 相似文献
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The aim of this study was toinvestigate the long-term effects of twodifferent training programs in kindergarten onreading development. One group received aprogram focusing on the phonological structureof words, while a second group received aprogram focusing on morphology. Both groupsalso had some print exposure focusing onphonological or morphological elementsrespectively. During their last pre-schoolyear, participants received training for 30minutes per week for a total of 17 weeks. Acontrol group received no intervention but wasregularly visited by the researcher and hadextensive print exposure. Both trained groupsshowed improvements in phonological,morphological and reading skills in comparisonto the Control Group. The effects of trainingvaried according to mother's educational level:Children of relatively highly educated mothersentered the pre-school training with betterdeveloped metalinguistic abilities thanchildren of less well educated mothers.Significant interactions between the groups andthe mother's educational level, for some of theschool reading measures, indicated thatdifferent training programs had differenteffects on different groups of children.Children of poorly educated mothers profitedthe most from metaphonological training whilechildren of highly educated mothers profitedthe most from metamorphological training. 相似文献
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