排序方式： 共有6条查询结果，搜索用时 15 毫秒
1
1.
Reading and Writing - The present work reviews the current knowledge of the development of reading prosody, or reading aloud with expression, in young children. Prosody comprises the variables of... 相似文献
2.
Pierre-Charles Pradier François Gardes Xavier Greffe Ileana Miranda Mendoza 《Journal of Cultural Economics》2016,40(4):453-485
The market for autographs has become more open to international buyers since 1990. Our data set features a large sample of store and auction sales for selected authors every 5 years from 1960 to 2005. The estimation of a hedonic price function shows that page count, type of author, date and type of the document conditionally to author explain more than three quarters of the price differences. The apparent price of autographs increased by 7.7 % per year during the period, while the hedonic price index increased by 7.9 % on average. With a supply function responsive to market valuation, as well French autograph prices seemingly showing trend similar to art market index, the French autograph market has become more integrated in the global art market. 相似文献
3.
This article reports three experimentsinvestigating the use of analogies in spellingacquisition. French children spelledpseudowords to dictation, some of which werephonological neighbours of words with uncommonendings (e.g., /daby/ derived from ``début'/deby/). A more frequent use of these uncommongraphemes in neighbour pseudowords than incontrol pseudowords was taken as evidence forspelling by analogy. In Experiment 1, ananalogy effect was observed in Grades 3 to 5.Younger children did not use analogies, butthey were also unable to spell most referencewords. Experiments 2 and 3 introduced areference word learning phase prior to thepseudoword dictation task. An analogy effectwas found in second graders (Experiment 2) andeven in first graders (Experiment 3) whenchildren knew how to spell most referencewords. Comparable use of analogies was observedin children with comparable lexical knowledgeindependently of their grade level oralphabetic skills. The results suggest thatchildren establish specific orthographicknowledge from the beginning of literacyacquisition and use this knowledge to generatenew word spellings as soon as it isavailable. 相似文献
4.
Valdois Sylviane Bosse Marie-Line Ans B. Carbonnel S. Zorman Michel David D. Pellat Jacques 《Reading and writing》2003,16(6):541-572
The present study describes two Frenchteenagers with developmental reading andwriting impairments whose performance wascompared to that of chronological age andreading age matched non-dyslexic participants.Laurent conforms to the pattern of phonologicaldyslexia: he exhibits a poor performance inpseudo-word reading and spelling, producesphonologically inaccurate misspellings butreads most exception words accurately. Nicolas,in contrast, is poor in reading and spelling ofexception words but is quite good atpseudo-word spelling, suggesting that hesuffers from surface dyslexia and dysgraphia.The two participants were submitted to anextensive battery of metaphonological tasks andto two visual attentional tasks. Laurentdemonstrated poor phonemic awareness skills butgood visual processing abilities, while Nicolasshowed the reverse pattern with severedifficulties in the visual attentional tasksbut good phonemic awareness. The presentresults suggest that a visual attentionaldisorder might be found to be associated withthe pattern of developmental surface dyslexia.The present findings further show thatphonological and visual processing deficits candissociate in developmental dyslexia. 相似文献
5.
Philippine Courtier Marie-Line Gardes Jean-Baptiste Van der Henst Ira A. Noveck Marie-Caroline Croset Justine Epinat-Duclos Jessica Léone Jérôme Prado 《Child development》2021,92(5):2069-2088
Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool. 相似文献
6.
Cynthia Boggio Ahmed Zaher Marie-Line Bosse 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1332-1350
The present study assessed the effectiveness of the ECRIMO educational application designed to build first-grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first-graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7-week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper-based training? (3) Does gamification impact students' learning performance? Mixed-model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises.
Practitioner notes
What is already known about this topic- A significant number of children experience difficulties in reading and spelling from the first years of learning.
- The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers.
- Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness.
- The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification.
- Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level.
- Comparable effects of both the tablet-based and paper equivalent training on participants' spelling were found.
- The use of gamification in ECRIMO could be more suitable for the weakest students.
- Educational technologies should be evidence-based and should be evaluated with both a passive and an active control group.
- The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others.
- The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.
1