排序方式： 共有85条查询结果，搜索用时 390 毫秒
1.
Kim A. H. Cordewener Fred Hasselman Ludo Verhoeven Anna M. T. Bosman 《Journal of Experimental Education》2018,86(2):135-153
This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability. 相似文献
2.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献
3.
Marloes Muijselaar Nicole Swart Esther Steenbeek-Planting Mienke Droop Ludo Verhoeven Peter de Jong 《The Journal of educational research》2018,111(6):690-703
Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension. 相似文献
4.
Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch 总被引：1，自引：0，他引：1
This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed. 相似文献
5.
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of
children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming,
phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses
conducted within the framework of item response theory showed one latent ability to underlie the different sets of items,
which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness
measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s
level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness
in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening
for reading problems and dyslexia. 相似文献
6.
In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders?? reading comprehension results, measured over the course of fifth grade, were related to the development of word decoding, vocabulary, and motivation for reading. Children??s development in these domains was related to their gender, intellectual maturity, home literacy climate, and socio-economic status. Structural Equation Modelling showed that the development of reading comprehension was influenced by the children??s ability to decode words, their vocabulary, and reading motivation. Furthermore, gender and intellectual maturity as well as children??s home literacy climate and socio-economic status appeared to substantially predict reading comprehension development, directly or indirectly. More than half of the variance in reading comprehension by the end of the fifth grade could be explained based on these predictor variables. 相似文献
7.
8.
The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive load factors (prior knowledge and working memory), text type and graphical overview. Participants were 93 sixth graders in a within‐subject design. Word reading efficiency, vocabulary knowledge and prior knowledge predicted children's digital comprehension scores, while working memory did not. Reading comprehension was equal for linear text or hypertext. However, the presence of an overview facilitated reading comprehension for readers with lower prior knowledge. It can be concluded that hypertexts with basic digital text features and accompanying comprehension questions are not more difficult for children than linear digital texts, that similar individual factors predict reading comprehension of linear text and hypertext, and that a graphical overview helps when prior knowledge is low. 相似文献
9.
10.
Retention of female faculty is an important issue for institutions of higher education aiming for excellence and diversity. However, an essential first step in understanding retention is to examine what contributes to career satisfaction for academic women. This study is based on data from a census survey of faculty conducted in 1996 at a Research I university located in the Midwest. Using Hagadorn's (2000) model for conceptualizing faculty job satisfaction, the study identifies domains of environmental condition, departmental climate, and demographics that play a role in female faculty's overall career satisfaction. 相似文献