国外写作障碍研究进展及对我国的启示

写作障碍是特殊学习障碍的一种类型,近年来日益受到研究者关注。国外写作障碍的相关研究显示,写作障碍的界定经历了从能力—成就差异模型、干预反应模型到认知加工优弱势模型的发展。写作障碍儿童的教学干预主要关注写作过程,自我调节策略、程序促进策略和目标设定策略等应用较为广泛。为了更好地支持和帮助写作障碍儿童,我国应加强汉语写作障碍本土化研究,科学界定写作障碍内涵;开发写作障碍鉴别标准化工具,拓展临床诊断与研究;合理调整写作策略,注重激发写作动机。     

Developing literacy through the Literacy Hour: a survey of teachers’ experiences

The results are reported of a survey of the experiences of 101 primary school teachers of the newly introduced Literacy Hour. The teachers were asked about the training and preparation they had received, the implementation of the Literacy Hour, its effectiveness and how children with special difficulties are differentially affected. General comments were also sought and sufficient were made for other aspects of the Literacy Hour to be reported, such as ability differences, writing, children’s attitudes and differences between different school years.     

Towards Independence in Spelling

Barbara Comber, who is a senior area advisory teacher for special educational needs in Staffordshire, suggests ways of helping children to become independent learners of spelling so that, for pupils with special educational needs, spelling becomes a tool for writing rather than an obstacle.     

Planting Poetry: Sowing Seeds of Creativity in a Year 5 Class

This article offers a case study account of a garden-themed poetry writing project run by a creative writing organisation in partnership with a class of 9–10-year-old children from a London primary school. I explore the concept of creativity which framed the five-week project and analyse the different ways in which the creative practitioner worked collaboratively with the class teacher to develop children’s writing, not least by adopting an open, inclusive pedagogy. Despite the obvious successes of this project, I raise questions about the role of creative practitioners working in schools and the ways in which special projects locate creativity on the margins of the mainstream curriculum.     

韦氏儿童智力量表第四版对学习障碍评估和干预的价值

学习障碍儿童在基本的听、说、读、写、算等认知加工过程上存在困难,不同类型的学习障碍儿童在韦氏智力量表上的表现具有特异性,这是由于韦氏智力量表的内在结构与一些特定的认知加工过程有关。为加强韦氏智力量表的临床效应,第四版(WISC-IV)在结构、内容、功能等方面进一步优化调整,更加突出了量表对特殊学习者和情绪及行为障碍儿童的临床辨别力不同类型的学习障碍儿童在韦氏智力量表第四版特定分量表及特定的合成指数和认知加工指数上有特异性表现,这既可以成为临床辅助评估的出发点,同时也可以为不同类型的学习障碍儿童的个体化认知加工训练提供参考。     

叶圣陶早期小说儿童形象教育境况述评

叶圣陶笔下的儿童成长于特定时期拥有特定背景的学校环境之中,他们身上印刻着旧传统教育的痕迹。通过对叶圣陶早期小说儿童形象所遭遇的不同教育境况的研究,在分析作品中儿童人物形象基础上,试图探析作家对教育的态度以及拥有的学校观。     

浅析吴然儿童散文的美学特质

散文是美文。儿童散文更是以美的内在特质带给读者以美的陶冶和熏陶。吴然的儿童散文更是具有独特的气韵,用浓郁的乡情和纯净的色彩为我们描绘出一组组云南的风土人情画,透彻而明净。他以童心的世界、诚挚的情感来还原生活,关照自然,以丰富的想象来幻化自然,赋予自然万物以人的生命和精神。因此,吴然的儿童散文无不充溢着美的纯真世界,体现出情感美、意境美和语言美等美学特质。     

Assessing,Teaming, and Reflecting: Student Outcomes From Participating in a Play-Based Assessment

Preparing early childhood education (ECE) and early childhood special education (ECSE) professionals to work with young children with and without disabilities entails the acquisition of content, its application, and opportunities for reflection. This article describes a component of an ECSE assessment course focusing on the logistics and process to conduct a play-based assessment (PBA). Demographic characteristics are provided for participating students, children and, parents. The components of assessing, teaming, and reflecting as related to preparing, conducting, and writing the results are presented within the context of preservice student outcomes with corresponding student comments. Possible PBA difficulties and solutions are also described. Implications for teacher preparation in ECE and ECSE are also offered.     

Literacy Practices in Head Start and Early Childhood Special Education Classrooms

A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed.     

Literacy Practices in Head Start and Early Childhood Special Education Classrooms

A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed.     

《呼啸山庄》小说中的网状悬念构成分析

艾米莉·勃朗特的《呼啸山庄》是一部用现代艺术技巧写成的古典作品,作品整体的艺术构思和创作手段有许多独到之处,与现代文学许多创作手法不谋而合。这里主要阐述了其中的网状悬念叙事手法,这是艾米莉·勃朗特在小说结构上最精彩独到的手法之一,由此也大大地增强了小说的吸引力。     

Teaching second-grade students to write sequential text

With the adoption of the English Language Arts Common Core State Standards, writing has become an increasingly important area of instruction. Moreover, there has been an increased sophistication in the types of writing required of young children and the use of textual evidence expected in student writing. Historically, children have not been routinely taught explicit strategies for writing, but have been exposed to less rigid writing instruction such as Writer's Workshop. The current study examined an explicit writing strategy, the Read-to-Write Strategy, to determine its effectiveness in teaching young children how to write sequential text. A single subject design (N = 40) was used to compare the writing of second graders before and after instruction. Results indicated that the Read-to-Write Strategy significantly increased the quality of sequential text from the pre- to post-instruction with a large effect size reported. Implications and recommendations for educators and researchers are provided.     

论《黑暗中的笑声》的电影叙事策略

从《黑暗中的笑声》所使用的电影背景、电影画面和电影手法等特点出发,深入发掘小说的电影叙事策略,突出小说通过电影叙事所达到的"游戏性"、"娱乐性"效果,论证纳博科夫杰出的叙事技巧和独特的艺术理念。     

The language of written language: an introduction to the special issue

This special issue includes five articles dealing with selected aspects of writing disorders, crafted by key contributors to the literature on written language. Articles addressing definitional issues and diagnostic questions, assessment strategies, selected neurodevelopmental components of written expression, the manifestation of writing problems in children and young adults, direct intervention, training for elementary teachers in the early grades in the area of literacy, and brain-behavior linkages are presented. This introduction provides an overview of these articles tied to specific issues confronting the field of written language. Some thoughts and directions for the future are articulated.     

Stylistic Analyses of Ramona Series by Beverly Cleary

Beverly Cleary is one of the most popular and honored writers of contemporary children’s fiction.Her Ramona series delight generations and strike root in the hearts of the people.Through stylistic analyses of the series by the depiction of Ramona’s characteristics,and Cleary’s special writing skills reveal the literary value of these books and Beverly’s legacy for children’s literature.     

Adapted interactive writing instruction with kindergarten children who are deaf or hard of hearing

The study describes an adapted form of interactive writing (McCarrier, Pinnell, & Fountas, 2000) and examines its effectiveness as an approach to beginning writing instruction for young children who are deaf or hard of hearing. Systematic videotape analysis was used to document the content of 45 adapted interactive writing lessons across an academic year. Findings of the study suggest that interactive writing has the potential to support early writing development in young deaf and hard of hearing children, if supplemented by techniques that make the phonology of English visible.     

Diagnosis and Treatment of Children with Reading and Writing Difficulties in Poland

IN POLAND the problem of specific difficulties in learning to read and write was noticed before the Second World War. Multidisciplinary investigations began in the 1950s. Our concepts of special difficulties of reading and writing are based on Luria, Konorski, Tomaszewski and Spionek's theories. Multidisciplinary examinations in diagnosis are employed and a system of therapeutic care is provided which includes small correction‐compensation groups, special grades, the ward for dyslexic children and individual treatment in outpatient clinics. Current work is focussing on the prevention of special learning difficulties.     

略论20世纪90年代诗歌的个人写作

在20世纪90年代诗歌写作语境中,个人写作成为一种具有独立自我意识的写作姿态,在诸多因素所造就的多元话语时代坚持"话语差异".差异成就了诗歌写作新的独立品格,从而确立个人写作在90年代的特殊意义.但是,在背离传统言说方式而力求有所突破的同时,个人写作可能蕴涵了它本身的缺陷,尤其是可能形成某种自我封闭、自我表现、远离社会与大众的极端化倾向.     

凌叔华小说创作论

波澜壮阔的“五四”新文化运动，催生出了一大批女性作家，其中凌叔华以其独特的创作视角，别具一格的艺术追求，以及向内自审的观照方式形成了与同时代其他女性作家不同的创作风格。该文通过对凌叔华与同时代女性作家的比较，从女性形象塑造、儿童主题和小说风格等方面探讨凌叔华的小说创作风貌。