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1.
Philip A. Spechler Roman M. Gutierrez Susan F. Tapert Wesley K. Thompson Martin P. Paulus 《Child development》2023,94(4):826-835
Studies suggest prenatal cannabis exposure is associated with mood/behavioral problems in children. However, it is unclear if targeting modifiable domains like sleep behaviors would improve outcomes in exposed youth. Using a causal inference framework, the effect of changing sleep-hours on changing internalizing/externalizing problems in children was examined using the Adolescent Brain Cognitive Development™ study baseline (ages 9–10; collected during 2016–2018) and year-1 follow-up data (N = 9825; 4663 female; 5196 white). Average treatment effects (ATE) indicated that more sleep predicted less internalizing (ATE = −.34, SE = .08, p < .001) and externalizing (ATE = −.29, SE = .07, p < .001) problems over time. However, prenatal cannabis exposure moderated the ATE on internalizing (conditional-ATE = .91, SE = .39, p = .019), whereby participants with exposure (n = 605) did not show any effect of changing sleep-hours on mood (B = .09, SE = .24). 相似文献
2.
J. Bruce Tomblin Jake Oleson Sophie E. Ambrose Elizabeth A. Walker Mary P. Moeller 《Child development》2020,91(1):e179-e197
This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years. 相似文献
3.
Lisa Paleczek Susanne Seifert Martin Schöfl 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2145-2161
Practitioner notes
What is already known about this topic- Proper assessment is the basis of individualised support.
- Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.
- In German-speaking countries, digitalisation has barely reached kindergarten.
- The print version of GraWo-KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.
- GraWo-KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.
- GraWo-KiGa is practical in use for both children and kindergarten teachers.
- Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.
- Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.
- In kindergarten, the use of GraWo-KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.
- Digital assessments enable rapid and targeted allocation of children to support programmes.
4.
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading
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Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington John C. DeFries Sally J. Wadsworth Erik Willcutt Richard K. Olson 《Child development》2015,86(2):342-361
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming. 相似文献
5.
Mary Margaret Capraro Robert M. Capraro Z. Ebrar Yetkiner Alma F. Rangel-Chavez Chance W. Lewis 《The Urban Review》2010,42(3):193-209
Hispanic students, born both inside and outside the United States, comprise over 80% of the US English language learner population.
The difference in mathematics achievement among Hispanic students and other populations has been well documented. As a result,
it is important to understand the effects of using standards-based mathematics curriculum with high school Hispanic students.
Mathematics achievement scores from the Colorado Student Assessment Program and Measurement of Academic Progress for Hispanic
9th and 10th grade students (n = 1,318) who used the Core-Plus Mathematics Program were compared to the progress of other student demographics (n = 2,003) who used the same curriculum. In following the recommendations of the National Research Council (On evaluation curricular
effectiveness: judging the effectiveness of K-12 mathematics evaluations. National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ Res 5:3–8, 1976) of Hispanic students using National Science Foundation Funded (NSFF) curricula was conducted to contextualize this study’s
findings within the findings of previous studies. The results of this study indicated that Hispanic students have shown modest
gains; however, their relative position compared to other ethnic groups is unremarkable. The meta-analysis Cohen’s d results ranged from +.673 (SE = .131) to −.670 (SE = .045) with slightly positive effects for Hispanic students using an
NSFF curriculum when compared to those not using an NSFF curriculum (.043, SE = .012). 相似文献
6.
Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of
the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and
make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed
that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance
than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains
in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring
training at the elementary school level are discussed.
相似文献
Jessica D. HuffEmail: |
7.
Julie A. Gegner Donald H. J. Mackay Richard E. Mayer 《Educational technology research and development : ETR & D》2009,57(1):79-97
High school students can access original scientific research articles on the Internet, but may have trouble understanding
them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students’ comprehension
of scientific articles. High school students were asked to read an original scientific research article about the effects
of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without
aids. The aids provided background text and animations including answers given by the article authors. Across two experiments
involving different schools and different research articles, the comprehension aids group performed better than the control
group on a comprehension test concerning the article (d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read (d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the
control group concerning understanding what scientists do (d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile (d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article (d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol
and drug abuse. Overall, computer-based comprehension aids can help guide students’ comprehension processes for an original
scientific research article, which in turn can improve their appreciation of what scientists do.
相似文献
Richard E. MayerEmail: |
8.
Language and Cognitive Predictors of Text Comprehension: Evidence From Multivariate Analysis
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Young‐Suk Kim 《Child development》2015,86(1):128-144
Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low‐level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high‐level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low‐level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension. 相似文献
9.
Congruences for finite triple harmonic sums 总被引:1,自引:0,他引:1
FU Xu-dan ZHOU Xia CAI Tian-xin 《浙江大学学报(A卷英文版)》2007,8(6):946-948
Zhao (2003a) first established a congruence for any odd prime p>3, S(1,1,1;p)≡-2Bp-3 (mod p), which holds when p=3 evidently. In this paper, we consider finite triple harmonic sum S(α,β,γ;p) (mod p) is considered for all positive integers α,β,γ. We refer to w=α β γ as the weight of the sum, and show that if w is even, S(α,β,γ;p)≡0 (mod p) for p≥w 3; if w is odd, S(α,β,γ;p)≡rBp≥w (mod p) for p≥w, here r is an explicit rational number independent of p. A congruence of Catalan number is obtained as a special case. 相似文献
10.
The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment
effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from
13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly
assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills
and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students
outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency,
spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure,
suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction. 相似文献
11.
Robert O. Davis Joseph Vincent 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3252-3263
Pedagogical agents in multimedia learning environments have frequently been designed to produce pointing gestures (deictic) to direct spatial awareness. Although this might be beneficial for native English-speaking students who possess high levels of comprehension, only using pointing gestures with foreign language students learning English is problematic because these students need more assistance with language comprehension than just directing spatial awareness. The purpose of this study was to explore how gesture type and gesture frequency help foreign language students perceive the agent’s persona and the ability to recall procedural information. The results found one significant interaction between average gestures and no gesture in terms of facilitation, but all other conditions and persona subscales were not significant. For learning outcomes, the enhanced gesture condition significantly recalled more information than the no gesture condition (p = 0.017), and was approaching significance with the conversational gesture condition (p = 0.059). The findings suggest that when the learning population consists of foreign language students, pedagogical agents should use representational and beat gestures to help students comprehend more of the language, and the gesture frequency needs to be increased to account for the lack of verbal listening skills with this population. 相似文献
12.
The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (Mage = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction-of-causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed. 相似文献
13.
Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the text with text-based support (verbally-supported drawing) or without support (unsupported drawing). Results showed that while the verbally-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition, there were no differences across the three conditions in learning outcomes. In Experiment 2 (N = 85), students studied the text with provided visuals (provided visuals) or generated drawings from the text with provided visuals as feedback (visually-supported drawing). Results showed that the visually-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition but also performed significantly better than the provided visuals condition on the comprehension test. These findings suggest generating drawings prior to studying provided visuals is worth the time and effort. 相似文献
14.
The authors examined relations among observed joint attention, maternal report of child’s social competence, setting (home vs. laboratory), task (unstructured vs. semi-structured), and dyad type [hearing mother–hearing child (n = 55, Mage = 25.8 months) vs. hearing mother–deaf child (n = 27, Mage = 26.9 months)]. Hearing child dyads scored higher on joint attention during unstructured tasks, especially in their home environment. Hearing child dyads displayed similar joint attention to deaf toddler dyads when they engaged in a semi-structured task, but higher on these measures during unstructured free play. Unlike hearing children, joint attention was differentially related to social competence in deaf children, with relatively higher versus lower social competence depending on relatively high versus low observed joint attention, respectively. 相似文献
15.
Prior beliefs often bias the comprehension of multiple science-related texts such that belief-consistent texts are better comprehended compared to belief-inconsistent texts (text-belief consistency effect). Two experiments were conducted to investigate whether a metacognitive strategy training focusing on belief-biasing validation processes can reduce the text-belief consistency effect in multiple text comprehension. Participants in the control condition received the PQ4R training as a well-situated and effective reading skill training that increases receptive elaborative processing. In Experiment 1 (n = 39) and Experiment 2 (n = 53) participants receiving a metacognitive strategy training achieved a similar level of comprehension of belief-consistent and belief-inconsistent texts, whereas a text-belief consistency effect was found in the PQ4R condition. These results indicate that a training focusing on belief-biasing validation processes prepare readers for the challenges to comprehend belief-relevant multiple texts, whereas strategies that foster receptive processing of information are not sufficient in the context of controversially discussed topics. 相似文献
16.
Instructional Design of Web-based Simulations for Learners with Different Levels of Spatial Ability 总被引:1,自引:0,他引:1
Hyunjeong Lee 《Instructional Science》2007,35(6):467-479
This study, the purpose of which is to determine an efficient instructional design for different levels of spatial abilities,
investigates: (1) the main effects of visual treatments in simulation environments on comprehension and the transfer of chemistry
knowledge and (2) the interaction effects of the visual treatments and the learners’ spatial abilities. Two hundred and fifty-seven
middle school students were randomly assigned to two experimental conditions. The results indicated: (1) a significant main
effect of the treatment condition for both comprehension (p < 0.001) and transfer (p < 0.005) tests, where the treatment group performed better than the control group and (2) a significant interaction effect
(p < 0.05) between the instructional treatment conditions and level of spatial ability for the comprehension test: Low spatial
ability learners performed better in the treatment group than in the control group, whereas high spatial ability learners
performed similarly regardless of the instructional conditions. 相似文献
17.
The purpose of this research is to analyze the relationship between individual, institutional and demographic characteristics
on one hand and the research productivity of agriculture faculty members on the other. The statistical population of the research
comprises 280 academic staff in agricultural faculties all over Tehran Province. The data regarding research productivity
and demographic characteristics were extracted from the faculty members’ profiles. Questionnaires were utilized to collect
information concerning individual and institutional variables. The reliably of the questionnaire was calculated to be between
0.74 and 0.97 using the Cronbach’s Alpha. The regression analysis revealed that from among demographic characteristics two
variables, namely, academic rank and age (
\textR\textAD 2 {\text{R}}_{\text{AD}}^{ 2} = 0.265), among individual characteristics, three variables, namely, working habits, creativity as well as autonomy and commitment
(
\textR\textAD 2 {\text{R}}_{\text{AD}}^{ 2} = 0.097), and among institutional characteristics four variables namely, network of communication with colleagues, resources
of facilities, corporate management and clear research objectives (
\textR\textAD 2 {\text{R}}_{\text{AD}}^{ 2} = 0.151) were significant predictors for agricultural faculty members’ research productivity. 相似文献
18.
Tenaha O’Reilly Dr Gary Feng Dr John Sabatini Dr Zuowei Wang Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295
In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content. 相似文献
19.
《The Educational forum》2012,76(4):434-437
Abstract This article examines how the use of multimedia sources can deepen student engagement, comprehension, and questioning of a variety of texts. Through an American literature project, The Art of War, high school juniors work in collaboration to read, analyze, and create original digital texts using Animoto.com. As a result, educators are able to see academic strengths in students that might otherwise go unnoticed with the sole use of traditional teaching practices and print text. 相似文献
20.
HAN Jing-wei YU Yao-yong 《浙江大学学报(A卷英文版)》2007,8(6):963-968
In this work, we study the Asanov Finsler metric F=α(β2/α2 gβ/α 1)1/2exp{(G/2)arctan[β/(hα) G/2]}, where α=(αijyiyj)1/2 is a Riemannian metric and β=biyj is a 1-form, g∈(-2,2), h=(1-g2/4)1/2, G=g/h. We give the necessary and sufficient condition for Asanov metric to be locally projectively flat, i.e., α is projectively flat and β is parallel with respect to α. Moreover, we proved that the Douglas tensor of Asanov Finsler metric vanishes if and only if β is parallel with respect to α. 相似文献