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2.
Three experiments investigated whether production of low-frequency spellings could be influenced by other words containing
those spellings. Participants saw visually-presented primes (Experiment 1) or heard primes presented auditorily and produced
their spelling (Experiments 2 and 3). Primes either shared both orthography and phonology (e.g., chapl
ai
n) or only orthography (e.g., ord
ai
n) with the target word (e.g., porcel
ai
n). Following the primes, participants attempted to produce the correct spellings of auditorily-presented target words containing
low-frequency spellings, such as the ai in porcelain. Participants correctly spelled the targets’ low-frequency spelling more often when preceded by either type of prime, relative
to unprimed targets. Furthermore, priming only occurred when the prime’s spelling was produced correctly; primes spelled incorrectly
reduced the correct production of target spellings. These results suggest that unlike the priming of nonwords, the basis of
lexical priming of real words is orthographic, resulting from the priming of specific graphemes that increases the probability
of reactivating the same spelling pattern in the target.
相似文献
Lise AbramsEmail: |
3.
Chiara Valeria Marinelli Paola Angelelli Alessandra Notarnicola Claudio Luzzatti 《Reading and writing》2009,22(3):333-351
The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children.
It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However,
it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words),
so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may
also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and
syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli
with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared
with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible
errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid
of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance.
Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical
processing.
相似文献
Paola AngelelliEmail: |
4.
We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February
and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects,
indicating that these children relied on grapheme–phoneme conversion. The lexicality effect found in spelling, in June, suggest
that by the end of first grade these children had begun to construct an orthographic lexicon. However, lexical addressing
is not inconsistent with phonological mediation as regularization errors increased between the sessions. Additionally, the
previously reported similarity in global performance of Portuguese and French beginning readers may conceal processing differences
that are related to specific characteristics of the corresponding orthographic codes.
相似文献
Sandra FernandesEmail: |
5.
Paul G. P. Herfs 《International journal for the advancement of counseling》1995,18(4):263-273
The enormous increase in the number of students at Dutch universities in the sixties and seventies made it impossible for professors to deal with the many different questions students confronted them with. New professionals, student counsellors/psychologists and student advisers entered the universities. Three levels of counselling can be distinguished:
相似文献
1) | counselling by professors (for problems linked with the course of study); |
2) | counselling by student advisers in the faculty or department (for problems concerning study planning); |
3) | counselling by student counsellors/psychologists (for other — e.g., personal problems). |
6.
The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with
These children were compared with children who had normal reading scores. Children with deficits in phonics and/or word recognition scored significantly below normal on all the cognitive tests, except some of the visual-spatial tasks. Reading comprehension difficulties were characterized by average phonics, word recognition, and language skills but below average scores on some memory tasks. Slow readers had cognitive profiles similar to the normal children. The presence of a deficit in phonics and/or word recognition constituted the basis of the most serious impairment of language and memory functioning. Reading disabled children, defined in this manner, appear to be reasonably homogeneous in regard to the presence of language and memory problem. There does not appear to be evidence for a distinctive non-language impaired subtype within this type of reading disability. Children with low comprehension scores and/or slow readers did not have language problems. The definition of a reading disability appears to determine the subtypes and characteristics of reading disability that will emerge. 相似文献
1. | inadequate phonics skills, |
2. | inadequate word recognition skills, |
3. | adequate word recognition skills but low reading comprehension scores, and |
4. | adequate word recognition scores but a slow reading speed. |
7.
Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference 总被引:2,自引:1,他引:1
We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers
of science with three goals:
This research was supported by NSF grant ESIE #0343196 awarded to the authors. The opinions expressed in this article are
those of the authors and do not necessarily reflect the views of the National Science Foundation. Paper presented at the International
History and Philosophy of Science and Science Teaching Group meeting in Leeds, England July 15–18, 2005. 相似文献
1. | to establish how much consensus exists about scientific inquiry, |
2. | to discuss implications of that consensus for teaching science, |
3. | to identify areas where consensus is lacking to establish where further research and discussion would be most valuable. |
8.
David Winograd 《TechTrends》2002,46(5):53-57
Moderating computer conferences is both is challenging and stimulating. Knowledge of the dynamics of preparing an asynchronous conference and how the functions of moderators differ at different stages of a conference will help to make the process run smoothly and enjoyably. A few concepts to keep in mind are:
相似文献
– | • Technical problems are inevitable |
– | • A conference size of 10 - 15 students is optimal |
– | • Welcome messages are critical and should be carefully crafted |
– | • Use appropriate conferencing spaces for different discourses |
– | • Be responsive and clear |
– | • Be on the lookout for small problems and solve them promptly before they grow into larger problems. |
9.
The role of compound awareness in Chinese children’s vocabulary acquisition and character reading 总被引:1,自引:0,他引:1
This study examined compound awareness in relation to Chinese children's vocabulary acquisition and character reading. Two
aspects of compound awareness were investigated: the ability to identify the head of a compound noun and the ability to construct
a new compound word from familiar morphemes. The compound awareness tasks, along with rapid automatized naming (RAN) and phonological
awareness tasks, were administered to 29 first graders and 30 second graders in Mainland China. Results show that (1) compound
awareness develops relatively early among Chinese children and improves with age, (2) compound awareness explains unique variance
in vocabulary and character reading, after controlling for age, RAN, and phonological awareness, and (3) the contribution
made by compound awareness to vocabulary is much larger than the contribution made by phonological awareness. These results
demonstrate that compound awareness plays a central role in Chinese children's literacy development, particularly in vocabulary
acquisition.
相似文献
Xi ChenEmail: |
10.
Zsuzsanna Surányi Valéria Csépe Ulla Richardson Jennifer M. Thomson Ferenc Honbolygó Usha Goswami 《Reading and writing》2009,22(1):41-56
It has been proposed that sensitivity to the parameters underlying speech rhythm may be important in setting up well-specified
phonological representations in the mental lexicon. However, different acoustic parameters may contribute differentially to
rhythm and stress in different languages. Here we contrast sensitivity to one such cue, amplitude envelope onset (rise time),
in dyslexic and normally-developing children in two languages, Hungarian and English, ages from 7 to 11. Dyslexic and control
children received phonological tasks, reading and spelling tasks and auditory processing tasks. While sensitivity to rise
time was related to phonological representation in both languages, clear differences were found between languages. It is suggested
that these differences may reflect differential language-specific weighting of different acoustic cues to rhythm and stress.
相似文献
Valéria CsépeEmail: |
11.
This paper explores the relationship between speech and spelling in a single-case study of developmental dyslexia. JM, a developmental dyslexic with a well-documented history of speech, reading and spelling difficulties, was examined when he was 13–14 years old. He still had subtle articulation difficulties causing some disfluency and his use of phonetic voicing was atypical. We argue that these difficulties were recapitulated in his spelling where he was more sensitive to the prosodic aspects of words than normal spellers, exhibiting a strong tendency to spell accurately words which are stressed on the first, rather than the second syllable. He also had more difficulty with phonetic voicing and spelling errors reflected this uncertainty. Thus, when word-specific (orthographic) spelling information is unavailable, JM, like all spellers, must make use of phonological spelling strategies. In his case, these are compromised because of underlying phonological speech problems. It is argued that, while young children make use of a phonological frame on which to organize orthographic information, dyslexics, like JM, who have inadequate phonological representations, are unable to do so. This has a detrimental effect on their acquisition of spelling. 相似文献
12.
Recent research on student learning has given close attention to how students experiences and actions are mediated by the whole university learning–teaching environment in which they find themselves. The current article pursues this focus on learning–teaching environments in two stages. Guided by socio-cultural perspectives on learning, the first part:
The second part of the article then engages with the task of illustrating how this general framework (which foregrounds disciplinary concerns) can be applied within a specific subject. The framework is employed to structure an account of the insights gained from an ongoing research study concerning:
相似文献
• | examines issues surrounding how best to conceptualise university learning–teaching environments, |
• | highlights the need to take account of central disciplinary purposes and |
• | presents a framework for representing disciplinary practices within higher education. |
• | the ways in which the values and central practices that characterise the disciplinary community of history relate to teaching and learning practices, |
• | how, taking account of local constraints and affordances, students active engagement with these disciplinary purposes can be fostered. |
13.
14.
Anna Verebély Ligetiné Ottó Mihály Péter Vajó 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,18(3):465-478
Cette étude s'occupe du problème de la planification à long terme de l'éducation. Tout d'abord, elle considère la conception fondamentale du système d'éducation, indiquant quels sont les facteurs essentiels dans l'éducation nationale en Hongrie. Les auteurs cherchent alors, au moyen d'une conception de la théorie de systèmes, de donner à cette éducation une place dans la société et dans la civilisation — en tenant compte du fait que l'éducation nationale est un système d'une indépendance relative. De là, ils examinent les motifs imposés par la planification du développement à long terme.Un chapitre important examine la planification comme un processus et la considère comme un élément essentiel concomitant de la stratégie du développement dans les phases suivantes:
相似文献
(a) | le processus politico-scientifique d'élaboration de la conception, |
(b) | le processus de contrôle concernant la validité continuelle de la conception, |
(c) | le processus de décision portant sur l'acceptation de la conception, |
(d) | le processus de réalisation et de mise en application de la conception, |
15.
Teaching and learning in higher education: Recent trends 总被引:1,自引:0,他引:1
Marcel L. Goldschmid 《Higher Education》1976,5(4):437-456
In the last decade, the questioning of traditional teaching and learning methods and instructional systems and the search for more effective alternatives have gained momentum in higher education. Recent trends can be grouped as follows:
These trends, which have been accompanied by intense research and evaluation efforts, will be described and assessed. 相似文献
| -facilitation of student learning with an emphasis on individualizing instruction, and increased use of multi-media systems, learning resource centers, and peer teaching; |
| -evaluation of teaching: the widespread and systematic use of student evaluations by means of questionnaires and greater use of these data for purposes of faculty selection and promotion; |
| -university-teacher training including the creation of pedagogical service units on many campuses, courses and workshops on instruction for faculty and graduate students, and increased collaboration between content specialists and instructional and media consultants in curricular reforms; |
| -new systems of higher education, such as the Open University or the University Without Walls, designed to offer radical alternatives to new as well as traditional types of students. |
16.
Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey.
The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main
dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while
Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed ‘at risk’ for
the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both
word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated
that children ‘at risk’ for depression made more spelling errors in dictation of words in comparison to the control group.
No differences emerged in reading tasks or with reference to the group of children ‘at risk’ for anxiety.
相似文献
Paola BonifacciEmail: |
17.
Adel Safty 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(4):473-488
French immersion programs are rapidly becoming an integral part of the Canadian education system. Its educational and linguistic achievements have been the subject of an abundant literature that continues to grow. The popularity of the program has helped it expand at a phenomenal rate. From one school and a handful of students in the experimental classes 25 years ago, there are now more than 17,000 schools offering French immersion instruction to close to 250,000 students in all major Canadian cities.The major theoretical foundations on which French immersion was explicitly and sometimes implicitly based may be summarized as follows:
相似文献
| Early exposure to a second language is better than late exposure. |
| A second language can be learned effectively through the recreation at school of a natural imitative environment which resembles that in which the child learns his first language. |
| There may be interferences between English and the second language being learned, but the similarities between the two languages are much more significant in terms of linguistic and cognitive development than the differences. |
| The language is more used as a vehicle for teaching subject matters than it is studied as a subject. |
18.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
Young-Suk KimEmail: |
19.
Every word problem has a solution-The social rationality of mathematical modeling in schools 总被引:1,自引:0,他引:1
The focus of this paper is on sense-making and the use of real-world knowledge in mathematical modeling in schools. Arguments are put forward that classroom word problem solving is more—and also less—than the analysis of subject-matter structures. Students easily “solve” stereotyped, even unsolvable, problems without any regard to the constraints of factual reality. Mathematics learning in schools is inseparable not only from the materials employed, but from the macro- and microcultural web of practices within the social context of schooling. It represents, beyond the insightful activity of ideal problem solving, a type of socio-cognitive skill.The two experiments reported replicate and extend a study by Verschaffel, De Corte, and Lasure (1994). In the first experiment, a list of standard problems that could be solved by straightforward use of arithmetic operations, and a parallel list of problems which were problematic with respect to realistic mathematical modeling, were administered to fourth and fifth graders. In the second experiment, a similar list of problematic problems was presented to seventh graders under three socio-contextual conditions varying in the degree to which the pupils were told or signaled that the problems were more difficult to solve than it seemed at first or that they even could be unsolvable. The result of both studies was that most pupils “solved” a significant part of the unsolvable problems without evincing “realistic reactions”. This overall finding is discussed with respect to three issues:
1.
(i) the quality of word problems employed in mathematics education, 2.
(ii) the culture of teaching and learning, and 3.
(iii) the more general issue of social rationality in school mathematics problem solving.
20.
Kate Nation 《Reading and writing》1997,9(5-6):321-338
This paper presents two experiments investigating 8–9 year old children's sensitivity to rime level sound-spelling correspondence units when spelling words and nonwords. In Experiment 1, children spelled more words correctly if they contained a common rime unit rather than a unique or irregular unit. In Experiment 2, children spelled more words and nonwords correctly if they had many rime unit neighbours; words and nonwords with average or few rime unit neighbours were spelled less well. These findings show that children's spelling can not be described simply according to one-to-one phoneme-grapheme mapping. Instead, children are sensitive to lexical factors such as rime unit sound-spelling correspondence. The findings are interpreted within the framework of a connectionist model of spelling development. 相似文献