Dyslexia in Chinese language: An overview of research and practice

Dyslexia appears to be the most prevalent disability of students with special educational needs in many mainstream classes, affecting around 9.7% of the school population in Hong Kong. The education of these students is therefore of great concern to the community. In the present paper research into dyslexia in the Chinese language is briefly reviewed, with emphasis on the cognitive characteristics of dyslexia and its manifestations, in the hope that understanding the profiles of students with dyslexia may help to lay a solid foundation for assessment, curriculum development and intervention. Recent progress in the study of the cognitive deficits of Chinese-speaking readers with dyslexia in Hong Kong and the development of assessment and intervention framework for early identification and intervention is presented. These developments shed light on dyslexia in the Chinese language and provide grounds for further work on research and practice.     

反馈信息:从理论到补偿教学的实践

关于学习反馈信息是“十五”国家规划重点课题已经在去年完成了研究工作，研究对远程教育的贡献在于：界定了教学反馈信息的分类方式及其四种类型的定义、正确的教学策略必然受到教学反馈信息的综合影响、补偿性教学的设计与反馈信息的统计分析密切相关，本文描述了教学反馈信息的采集、统计分析、补偿性教学设计的一系列过程和以案例介绍了反馈信息三种分布因子对教学设计的影响，评价了补偿性教学的效果。     

Field placement issues: From theory to practice

The significance of the field placement's rolein the professional education of schoolcounselors is explored. A model is proposed formatching students with field placementsettings, to be used as a tool to facilitateother institutions. The article details with variousguidelines for organizing a field placementprogram in counselor education. Issues such asapplication procedures, selection of sites,evaluation, responsibilities of students andsupervisors, and the role of supervision arediscussed.     

中国与东盟国家教育输出概述

在经济全球化和区域一体化的背景下,国际教育服务越来越成为国际服务贸易的重要增长点.招收国际学生是当前各国教育服务输出的主要途径.本文着重对"十五"期间中国教育输出的基本情况,特别是中国与东盟国家教育输出概况作简要的叙述.     

From HOW to WHAT to WHY: The search for educational utility

Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television, computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives. As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward determining why something should be taught and why behavior should be changed (or maintained) in the first place. The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations of results both within and external to an organizational context. A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning, doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within an organization, and the term “outcome” for the results external to the organization. The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing, as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions. An erratum to this article is available at .     

社会语言学文献综述

社会语言学作为一个新兴学科，兴起于20世纪60年代，它研究语言和社会的关系，或说联系社会研究语言。本通过对学科简介、发展历程、研究范围、理论构建、研究方法及其研究意义等方面的论述，对社会语言学进行献综述。     

Polymorphism: An overview

It is quite common for the same material to crystallize in different arrangements of the molecules in the crystal. This phenomenon is referred to as polymorphism and it happens for elements, pharmaceuticals, biological compounds and proteins. In this article we present a brief review of polymorphism, stressing its physical aspects, types and applications. We discuss why it is important to understand the phenomenon, and the need to develop ways of controlling it. We also outline some legal issues related to it.     

The writing road to reading: From theory to practice

Orton-based programs include essential elements that insure success for teaching language to regular and special education children. This paper traces the theoretical foundations of The Writing Road to Readingby Romalda B. Spalding (1990) from the beginning concepts taught Mrs. Spalding by Dr. Samuel T. Orton through its validation in current cognitive science and learning theory. Pilot project locations and success statistics with regular and special education children in Arizona, Louisiana, Maine, and Texas are presented. It explains how direct, multisensory instruction in seven processes necessary for skilled reading and principles of skill learning and instruction are incorporated in the Spalding Method.     

Crisis counseling: An overview

Psychologists working in schools are often the first contacts for children experiencing a potentially traumatizing event or change in status. This article reviews basic concepts in crisis counseling and describes the components of psychological first aid. This form of counseling must be developmentally and culturally appropriate as well as individualized. Effective intervention can prevent post‐traumatic stress syndrome and facilitate normal mourning processes associated with any losses experienced. These prevention activities are also discussed. Some children may need resources beyond those that the school can provide, and appropriate referrals can link children and adults to a variety of treatments such as psychotherapy and medication, also briefly outlined. © 2009 Wiley Periodicals, Inc.     

Student attitudes towards internship experiences: From theory to practice

Traditionally, internships have provided a unique way for criminal justice students to gain work experience while earning academic credit. Questions remain, however, as to whether a student's educational experiences adequately reflect the realities of internship (and other work-related) experiences. As part of a larger study, we sought to explore student views and attitudes regarding their undergraduate curriculum and its relevance to their experiences at the criminal justice agencies. Through the use of self-report surveys, findings were two-fold, indicating tremendous support for internship programs. Moreover, (1) students felt their undergraduate curricula adequately reflected the practical realities of criminal justice operations, and (2) internships were regarded as invaluable in preparing students for criminal justice careers.     

Improving Spoken and Written English: From research to practice

This paper will argue that skills development need be neither low-level nor mechanistic, but can be concurrent with, rather than detracting from, any typical English studies curriculum. It contextualises an innovative approach to teaching and learning, which has been developed at Anglia Polytechnic University over 3 years (January 1997 to December 1999). In particular, it describes a practical course entitled Varieties of Speaking and Writing, which aims to raise the standard of students' language awareness and use through the study of a variety of extracts from literary and non-literary writing. It addresses some fundamental pedagogical issues: how to improve undergraduate writing skills; how to train and assess undergraduates' speaking skills; and how to ensure that the acquisition of these advanced skills is relevant and enjoyable to undergraduates studying English Literature. Skills development viewed this way embraces fundamentally sound pedagogical principles, which are concerned with encouraging student autonomy and an appetite for life-long learning.