Phonological Awareness in Literacy Acquisition: It's Not Only for Children

The aim of this study was to determine the cognitive processes of adult literacy acquisition. We assessed the progress of 59 women participating in an intensive adult literacy program that we have developed in Turkey. After only 90 hr of instruction, there were significant improvements in letter and word recognition, phonological awareness, and spelling levels. Word recognition and spelling were predicted by phonological awareness. The results were consistent with studies on children's literacy acquisition, which show the critical nature of phonological awareness in literacy acquisition.     

Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model

Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest that mindfully adapting activities to children’s needs advances children’s emergent literacy development.     

Insights into Vocational Learning from an Applied Learning Perspective

A theoretical framework for understanding applied learning processes is now warranted given the frequency with which these processes are now being utilised. Drawing in part from the literature on applied education in schools as well as theories of vocational learning such a framework is offered here that seeks to explain these learning processes in terms of the interplay of multiple accounts of influences at micro, meso and macro levels. This framework integrates current and emerging theories around practical learning, and provides insights into vocational and workplace education processes. We clarify how features of our framework complement broader current debates and concepts in the literature on vocational and work-related learning, particularly focusing on influences for that learning at the micro level of individuals’ experiences and understandings entailed in embodied cognition, or knowing through practice. Moreover, the value of this framework is demonstrated through its application to two very different case studies of learning processes in workplace settings. In conclusion, some implications for further theoretical and practical work in this area are advanced.     

Name Writing: A Window into the Emergent Literacy Skills of Young Children

This article discusses the potential significance of name writing skills in addressing many important questions about the development of early literacy skills. Young children are inherently interested in producing their own names in print. Furthermore, young children appear to construct their understandings of name writing skills in a predictable, sequential pattern. Questions raised include whether the development of name writing skills mirrors the development of other important cognitive skills, the potential of name writing skills to offer insight as to how young children learn important literacy concepts, the use of name writing as a developmental indicator for children that may be at risk for reading difficulties, and the potential for structured activities using name writing to facilitate the development of emergent literacy skills.     

对"西方马克思主义"的新认识

研究"西方马克思主义"的难度,不仅仅在于通过阅读西方马克思主义者的外文原著,了解他们的思想,更在于如何运用正确的判断标准,对这些思想的是非曲直做出恰如其分的评价.研究"西方马克思主义"必须具有开发其理论资源为解决重大理论问题和现实问题寻找答案的强烈意向.本人在研究中逐步改变了对"西方马克思主义"的如下看法:与带引号的"左"联系在一起的"激进主义的马克思主义";严重脱离实际的"经院式的马克思主义";局限于哲学和美学领域的"‘哲学的'马克思主义";热衷于把现代西方思潮与马克思主义结合在一起的"调和、折衷的马克思主义";致力于破坏和否定的"批判的马克思主义";只适应于现代工业社会的"发达资本主义社会的马克思主义".     

Leveraging Play for Learning and Development: Incorporating Cultural-Evolutionary Insights into Early Educational Practices

There is a renewed scientific interest in the role of childhood in human evolution, pointing to the explorative phase of a human's life history that shapes how children learn and develop. This study presents a synthesis from evolutionary sciences that considers biases in childhood learning through activities in play, exploration, and social interactions. The study argues that childhood education based on this framework diverges from formal education. This framework explains why common misconceptions about childhood learning arise and how to resolve them. Finally, we propose how childhood education can be changed to take advantage of biological biases in learning.     

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis

Educational Psychology Review - This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical...     

论语文教师的角色转变

新世纪 ,语文课堂教学改革所面临的重大任务 ,对语文教师的角色内涵提出了新的要求。语文教师树立新的课堂教学观念 ,并完成从单一的“传授者”到“促进者”、“终身学习者”和“研究者”的角色转变 ,是极大提高语文课堂教学效率的切实途径。     

宋江为什么要招安新议

关于宋江为什么要招安的问题,学界存在着"忠君爱国说"、"追求功名说"等不同的解读.其实,<水浒传>对宋江的性情和喜好进行了具体而微地呈现,这为探究宋江坚持招安的深层次心理提供了一种独特的观察视角.宋江讲究生活的品位、向往丰富多彩的都市生活、倾幕美貌的女性、喜欢文雅的情感表达方式,主流社会特别是上流社会那种精致、丰富、文质彬彬的生活方式和文化形态对宋江有巨大的诱惑力.宋江坚持要招安,在一定程度上是来自于对上流社会的生活方式的艳羡,当然这种艳羡背后寓含了宋江对主流文化的高度认同.     

Literacy for All: a Consideration of the Many Opportunities for Language Acquisition

There are lots of opportunities in a classroom day for the development of literacy. Reading aloud to children is one of the most important of these. Carole Silva here reminds us of the potential of this activity and gives several practical suggestions for working with children.     

学习障碍儿童的心理辅导策略探析

学习障碍（排除原发性学习障碍）儿童常见的心理问题主要有情绪失调、适应不良和人格发展障碍,遗传、心理和不良外部环境是导致其心理问题的主要因素,学习策略辅导、社会技能训练和提高自我意识等策略有利于对学习障碍儿童的心理问题干预。     

Building Literacy Links for Young Children

Well-chosen and wisely shared literature facilitates transitions and builds bridges in the lives of young children. Literature links are discussed and books are reviewed for infant, toddler, preschool, and primary age children and transitional readers.     

自主学习新探

实现自主学习必须明确自主学习的本质,其本质就是主动建构。据此,还要了解自主学习的基本途径,并正确理解教师在自主学习中的作用。     

关于学习型社会的新认知

"建设全民学习、终身学习的学习型社会",是21世纪人类社会设定的发展目标,也是我国社会主义现代化建设的重要社会发展目标.要建设学习型社会,必须对其基本特征、形成要素有清醒的认知,才可能为学习型社会创建工作的健康推进提供方向性和方法性指导.     

21世纪学习技能:新媒体素养初探

以社会性、个性化和主体性为特征的Web2.0构建了一个全新的生态环境,要融入和适应这种新环境,必然要求用户具有新的媒体素养.通过Web1.0与Web2.0的对比分析,文章认为"参与"是Web2.0媒体的本质体现和要求,在这种媒体环境中,要着力建设参与性文化,培养以参与素养为核心的新媒体素养.