The Validity of Scores From Alternative Methods of Assessing Spelling Achievement

The purpose of this study was to gather evidence to examine the validity of alternative methods for assessing the spelling achievements of students in Grades 2–7. Students in Grades 2, 3, 5, and 7 took both a dictation spelling test and an objective spelling test. Scores from the Iowa Tests of Basic Skills were available for nearly all students. Comparisons among item formats centered on difficulty, content coverage and efficiency, reliability, relationship with dictation scores, the influence of context, and relationship to overall achievement. Overall, no single objective format stood out above the others, but some demonstrated superiority to the dictation format on several dimensions.     

基于图形的考试成绩分析方法

考试是衡量教学效果最重要的方法和手段,其关键在于对考试结果的数据进行有效的分析,使之能够成为教学效果的评价依据。数值分析通过计算算术平均值和标准差来表示考试成绩的一般水平和集中趋势,用图形对数据进行分析可以直观地表明数据的变化幅度和趋势,能够很好地表现数据的集中区域和离散度。     

Modeling Spelling Acquisition: The Effect of Orthographic Regularities on Silent-Letter Representations

In this report, we propose a model of spelling acquisition inspired by statistical learning and a frame-like model of orthographic representations: the fuzzy representation model. To provide an initial test of the model’s predictions for inconsistent words, 107 French-speaking children in Grades 1 to 3 were asked to spell words ending with a silent letter. Half of the words ended with the frequent silent t and half with the less frequent silent d. As predicted, children accurately spelled more t- than d-words. Most errors were omissions and substitutions of the silent letter. Consistent with statistical learning, there was some evidence that children used the preceding orthographic context when making substitution errors. The proportion of omissions, however, was not consistent with the statistical properties of French. These findings are discussed in light of the fuzzy representation model, whereby inconsistencies in words are more likely to be underspecified, if represented at all.     

浅谈大学生人生价值观的教育

当代大学生在市场经济条件下人生价值观存在不良倾向，对高校的思想政治教育工作提出了新的挑战。本文从分析现象及其成因入手，阐述了思想教育工作应就此做出的对策。     

First-Grade Spelling Scores Within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study

The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized procedure and an alternative invented spelling procedure. Correlations were examined among spelling and diagnostic word reading and decoding scores, along with scores from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Spelling scores were significantly correlated with word reading and decoding scores, as well as DIBELS scores, except Phoneme Segmentation Fluency. Hierarchical multiple regression analyses revealed that spelling scores reliably accounted for significant variance in decoding but not word reading scores, beyond DIBELS scores. Implications are discussed related to the potential value of including early spelling scores within universal literacy screening.     

Spelling of Inflected Verb Morphology in Children with Spelling Deficits

Children with spelling deficits demonstrate significant difficulty using inflectional morphology in their writing. This study investigated whether phonological deficits account for these pronounced difficulties or if they are more accurately explained by limitations in morphological or orthographic awareness. Twenty–six 11—13–year–old children with spelling deficits, 31 younger spelling–level–matched children, and 31 age–matched children were asked to spell a series of verbs with past tense and progressive markers in dictated sentences and in list form. Performance on spelling tasks was compared to performance on phonological, morphological, and orthographic awareness tasks. Results suggest that children with spelling deficits have significant difficulty including inflections as well as spelling inflections and base words. Difficulty was most pronounced in a sentence context. Ability to spell inflectional forms was related to variation in morphological awareness in children with spelling deficits and to variation in orthographic awareness in spelling–level–matched children.     

The Role of Instruction for Spelling Performance and Spelling Consciousness

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.     

自然拼读法在高职英语教学中的应用探究

作为一个为社会各个领域输送技能型人才的重要场所,高职院校要跟上时代的发展潮流,在社会对英语人才需求日益增长的背景下要不断加大对英语教育的创新力度。很多新型教学方法也在这样的背景下应运而生,自然拼读法就是其中之一。在高职英语教学中应用自然拼读法,不仅可以激发学生学习兴趣,还能提升学生学习质量,调动学生的课堂参与积极性。本文在此基础上,就如何利用自然拼读法构建高效的高职英语课堂进行论述。     

工业工程基础Presentation教学方法研究

结合工业工程基础的课程特征、教学对象和教学目标,探讨了Presentation教学法应用于工业工程基础课程本科教学中的具体实施步骤和方法。借助问卷调查和分析教学记录,对一个学期的教学实施效果进行了评估,结果表明,Presentation教学法能够激发学生的学习兴趣,锻炼学生发现、分析和解决问题的能力,提高学生自主学习与团队合作能力,是提高工业工程基础本科教学效能的有效方法。     

The Effect of Cooperative Groups on Regular Class Spelling Achievement of Special Needs Learners

This study examined the utility of cooperative groups as a technology for mainstreaming academically deficit students in a regular fourth grade classroom. Twenty‐seven students (mean age 8.6 years), including five targeted special needs learners, took a weekly spelling test of 20 words chosen from the fourth grade reader. A return to baseline research design indicated that cooperative groups promoted higher academic mastery among those with special needs and regular education learners when compared with two types of individualistic techniques. Results support the use of cooperative groups as a technique for academic as well as social mainstreaming in the regular classroom.     

The Effect of Stakes on Accountability Test Scores and Pass Rates

Students may not fully demonstrate their knowledge and skills on accountability tests if there are no stakes attached to individual performance. In that case, assessment results may not accurately reflect student achievement, so the validity of score interpretations and uses suffers. For this study, matched samples of students taking state accountability tests under low-stakes and high-stakes conditions were used to estimate the effect of stakes on test performance and subsequent pass rates. Across five assessments, expected performance was greater under high-stakes conditions, with effect sizes ranging from 0.41 to 0.50 standard deviations and with students of lower ability tending to be slightly more affected by stakes. Depending on where cut scores were set, pass rates differed by up to 30% when comparing the low- and high-stakes conditions.     

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age = 6 years 2 months) and a standardized spelling test approximately 2 years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten.     

网络文学的界定及其特征

作为高科技的网络技术已经渗入文学领域，成为文学领域传递信息的现代工具，网络文学具有三种存在的方式。网络文学的特征包括：个人性、动态性、交互性、瞬时性、虚拟性和可下载性。     

论全真案例演示教学法

全真案例演示教学法是一种旨在提高学生法律实务技能的参与型案例教学方法。它包括真实的案例、学生的模拟、教师的演示和课后的总结四种主要的教学元素,与案例教学法、亚案例教学法和个案全过程教学法等均存在一定的联系和区别,具有"案例性"、"真实性"、"互动性"、"实践性"、"综合性"和"合作性"等突出特点。这一教学方法的运用具有软件和硬件两方面的要求,在操作流程上包括课前准备和课堂实施两个相对固定的阶段,能通过多种路径来提升学生的实务技能并实现多种重要的教育价值。     

The Development of Invented Spelling

Ninety-three children were tested on a variety of reading-related skills, including Tangel and Blachman's (1992) invented spelling measure, four times over 1.5 years. Results revealed that this measure of invented spelling was 1) stable, 2) highly associated with traditional phonological awareness tasks, and 3) substantially predictive of standardized spelling and word and nonword decoding tests over time. A measure of orthographic processing, as well as phonological processing, was significantly associated with time 4 invented spelling, suggesting that both orthographic and phonological processes are involved in invented spelling. These results indicate that this measure of invented spelling may be an optimal diagnostic tool for researchers and educators interested in predicting subsequent reading ability/disability in early development. Invented spelling administered in early kindergarten may be an even better predictor of subsequent decoding skills than are traditional phonological awareness tasks, for American school children.     

The Effect of Inappropriate Omissions on Formula Scores: A Simulation Study

Responses to a 50-item, four-choice test were simulated for 1,000 examinees under conventional formula-scoring instructions. One hundred ninety-two simulation runs reflected variations in the average level o f item difficulty, the extent to which examinees tended to omit inappropriately (when the formulascoring directions recommended guessing), the extent to which they were misinformed (classified correct answers as distractors), the extent to which they guessed contrary to the formula-scoring instructions, the extent to which examinee ability and tendency to omit inappropriately were correlated, the examinee ability level at which misinformation was most prevalent, and the extent to which item difficulty was related to the probability that an examinee would be misinformed. For each examinee, formula scores and expected formula scores were determined allowing and not allowing inappropriate omissions. Under certain conditions, failure to guess as recommended by the formula-scoring instructions produced nontrivial proportions o f examinees with expected score losses o f one or more points. These conditions were a test o f at least moderate difficulty, a low level for the tendency to be misinformed, and at least a moderate level for the tendency to omit inappropriately.     

The Effect of Response and Presentation Modes on Trainees' Responding

Sixty undergraduate students enrolled in human relations training were randomly assigned to one of six treatment groups and asked to respond either orally or in written form. Mode of response was shown to have a significant effect on participants' level of responding, perceptions of their helpfulness, and length of response.