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1.
Massimo Ciuffo Jane Myers Massimo Ingrassia Antonio Milanese Maria Venuti Ausilia Alquino Alice Baradello Giacomo Stella Antonella Gagliano 《Reading and writing》2017,30(8):1667-1686
The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers. 相似文献
2.
Gerardo Pellegrino Nicole Casali Chiara Meneghetti Carla Tinti Anna Maria Re Barbara Sini Maria Chiara Passolunghi Antonella Valenti Lorena Montesano Barbara Carretti 《Learning disabilities research & practice》2023,38(4):274-284
In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations. 相似文献
3.
Robinson Martha Gilmore Sorace Antonella 《European Journal of Psychology of Education - EJPE》2019,34(1):255-272
In this study, (N62) 5- to 6-year-old English monolingual and unbalanced multilingual children attending public primary school education in Scotland became involved in collaborative Narrative Format (Taeschner, 2005) modern language activities in Spanish, both at school and at home. These activities were redesigned and adapted to serve as a quasi-experimental tool to provide a highly structured and intense linguistic input. The main purpose was to explore whether cognitive advantages previously found in balanced bilinguals and second-language-learning monolingual children involved in language immersion programmes could be extended to different types of beginning language learners in a non-immersion context. Depending on the monolingual vs bilingual ratios of children in the classroom, we distinguished between homogeneous groups (characterised by a ratio of 95% of first-language English-language monolinguals) and heterogeneous groups (children from both Scottish and migrant homes in roughly equal proportions). Using a standard task of early cognitive control, we found not only that unbalanced multilinguals perform above chance but also that there was a developing trend of enhanced performance for monolinguals learning languages in the heterogeneous groups. This suggests that not only the length of exposure and intensity of input but also the social classroom environment where children develop their language skills may also play an important role in the effects of bilingualism on executive functions.
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Lidia Armelao Arianna Bassan Renzo Bertoncello Guido Biscontin Sergio Daolio Antonella Glisenti 《Journal of Cultural Heritage》2000,1(4)
The study of the interaction between silica glass and saturated Ca(OH)2 solutions can be a useful approach to resolve the problem of the adhesion between lime-sand mortar and clay bricks. Since it is reasonable that the silica–calcium hydroxide system well simulates a brick–mortar system, experimental observations concerning the interaction of silica glass and this strong basic solution should be of value for the comprehension of the chemical reactions that could take place at the mortar–brick interface, maybe affecting the adhesion between the two building materials. We demonstrated the effects of saturated Ca(OH)2 solutions on commercial pure silica glass (fused silica) and on silica films obtained via a sol–gel process by means of dip-coating. Silica samples were dipped in the solutions at different temperatures (room temperature, 60 and 80 °C) and at different time intervals (1 and 21 h) and then they were analysed by means of surface techniques: X-ray photoelectron spectroscopy (XPS), secondary ion mass spectrometry (SIMS) and atomic force microscopy (AFM). It has been shown that Ca(OH)2 reacts with the silica glass network. The experimental results clearly show a very different behaviour of sol–gel silica with respect to fused silica, probably because of their different nanostructure. Many problems concerning the interaction of silica and Ca(OH)2 are still to be solved, but the results of this research strengthen the idea that adhesion between lime-sand mortar and clay bricks is caused not only by carbonation of calcium hydroxide contained in the mortar, but even by some chemical reactions involving the brick constituents and calcium hydroxide itself. The final products, calcium silicates, may induce a chemical continuity between lime-sand mortar and clay bricks. 相似文献
5.
Antonella D'Amico Maurizio Cardaci Santo Di Nuovo Jack A. Naglieri 《Learning and individual differences》2012,22(1):128-132
Lynn (2010a, 2010b) argued that individuals from south Italy have a lower IQ than individuals from north Italy, and that these differences in IQ are at the basis of north–south gap in income, education, infant mortality, stature, and literacy. In the present paper, we discuss several theoretical and methodological aspects which we regard as flaws of Lynn's studies. Moreover, we report scores of southern Italian children on Raven's Progressive Matrices and a north–south comparison for the PASS theory of intelligence as measured by the Cognitive Assessment System (Taddei & Naglieri, 2006). Both results reveal similar levels of performance of northern and southern Italian children in fluid intelligence and PASS (Planning, Attention, Simultaneous, and Successive) cognitive abilities. 相似文献
6.
Maddalena Boccia Francesca Vecchione Antonella Di Vita Simonetta D'Amico Cecilia Guariglia Laura Piccardi 《Child development》2019,90(2):462-470
Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence–independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence–independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20–30), 46 teenagers (age-range = 11–14), and 95 children (age-range = 6–9) participated in this study. Field dependence–independence interacted with age in predicting TL. Also during childhood higher field independence was associated with better performances but not later in the life, that is, during adolescence and adulthood. This result suggests that field dependence–independence may have a role in fostering the acquisition of TL. 相似文献
7.
We present a science centre established in Genoa on an agreement between Municipality of Genoa and Department of Physics of University of Genoa. The aim is to offer children, young people and community an opportunity to approach science in a playful way. The centre staffs guide the visitors through the exhibits, attracting their interests towards the most amusing aspects of the phenomena. According to the principles of constructivism, kids and children are encouraged to handle objects, play with geometrical shapes, observe materials collected from natural and human environment and make ＂discoveries＂, and students can take advantage of the visit and from the exhibits to study in depth a specific topic afterwards in their class, thus preventing the aridity of a purely formal presentation of the discipline, while a general public can realize how much science affects people＇s lives, enjoy its fun aspects and meet scientists during special events. 相似文献
8.
Davide Massaro Ilaria Castelli Laura Sanvito Antonella Marchetti 《European Journal of Psychology of Education - EJPE》2014,29(3):311-326
This study investigated two different expressions of the so-called curse of knowledge in primary school children: hindsight bias and outcome bias. Further, it explored the possible predictive function of false belief understanding in reducing these biases. Ninety-one children aged 7, 9, and 11 years (middle- to upper-middle class) were administered classical first- and second-order false belief tasks as well as hindsight and outcome bias tasks in a within-subjects design, while controlling for cognitive level. Both biases were found at all ages. Second-order false belief understanding seemed to reduce outcome bias but not hindsight bias. These findings indicate that the curse of knowledge is a multifaceted construct with potential relevant implications for learning in children. 相似文献
9.
Antonella Martini Mariano Corso Luisa Pellegrini 《International Journal of Information Management》2009
One of the most frequent causes of partial or total failure of an Intranet project is certainly the undervaluation of the importance of the organizational aspects. In fact, most of the companies manage the implementation project in a purely technical perspective without systematically facing the organizational and the change management aspects. 相似文献
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