A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.     

部分大学生沉迷于网络游戏和网络聊天的心理分析及对策

随着信息技术的迅猛发展,互联网日益介入到社会生活的方方面面,而高校大学生已成为接触网络最多、使用网络最多、喜爱网络最多的主要群体之一.但不少大学生却沉迷于网络之中,甚至出现网络成瘾的现象,导致学业荒废、人际关系疏远等不良后果,目前在众多高校里,很多大学生都沉迷于网络游戏和网络聊天,这给大学生的学习、工作、生活、健康等各方面带来了诸多不利因素,为此着力探讨了网络成瘾的现状、影响、原因及对策.     

开放教育学生网上学习的调查与分析——对99级本科"计算机科学与技术"专业的个案剖析

本文通过对南京广播电视大学开放教育本科"计算机科学与技术"专业1999级学生的随机抽样调查,探讨开放教育实践中网上学习的经验、成果和需要改进的问题,并对网上资源建设的有关问题提出几点思考.     

Patterns of spelling in young deaf and hard of hearing students

The study examined the invented spelling abilities demonstrated by kindergarten and first-grade deaf and hard of hearing students. The study included two parts: In Part 1, the researcher compared three groups (deaf, hard of hearing, and hearing) using posttesting only on the Early Reading Screening Inventory, or ERSI (Morris, 1998), and in part 2 collected and analyzed samples of the spelling of deaf students in a Total Communication program. Analysis showed that the deaf group performed significantly differently in three areas: concept of word, word recognition, and phoneme awareness (invented spelling; Read, 1971). The deaf group outperformed the hearing and hard of hearing groups in concept of word and word recognition. But in phoneme awareness, the deaf group performed significantly less well than the hearing group. Therefore, the deaf group's spelling was followed for 1 year. Deaf students' spelling patterns were not the same as those of hearing and hard of hearing students. Deaf students' spelling miscues were directly related to the cueing systems of lipreading, signing, and fingerspelling.     

Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children’s performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants.     

高分组和低分组学生学习策略差异性研究

本文使用语言学习策略问卷调查表对某高校87名非英语专业大学生策略使用情况进行了调查,目的在于研究高分组和低分组学生学习策略的差异。结果显示两组学生在某些学习策略的使用上存在显著差异。     

网络人际交往对青年学生的负面影响及其对策

网络,这个现代科学技术的产物,正在以前所未有的速度、力度、深度和广度给社会生活的方方面面带来深刻的影响。青年学生思想活跃,对新事物很敏感,他们中越来越多的人接受和使用了网络。网络赋予了青年学生人际交往新的途径,从时间和空间上根本改变了传统的社会交往和人际沟通的方式,形成了许多独特的观念、规则,对他们产生了广泛而深刻的影响。因此,反思网络人际交往对青年学生的利弊得失,采取各种有效的对策,消除其对青年学生的负面影响,是广大教育工作者需要认真研究和探索的一个新课题。一、网络人际交往的特点所谓网络人际交往,就是人们…     

Orthographic and phonological coding during visual word matching as related to reading and spelling abilities in college students

College students, scoring average to above-average on WRAT-R subscales for reading and spelling, made match/nonmatch judgments on word pairs either on the basis of phonological similarity (a rhyme match) or orthographic similarity (a visual match). Word pairs rhymed and looked similar, rhymed but looked dissimilar, or looked similar but did not rhyme. Word pairs for which a nonmatch decision had to be made, despite similarity in the irrelevant dimension, produced significantly more errors and longer response latencies. Poorer readers were less vulnerable to phonological interference when making visual discriminations, and poorer readers and spellers were more vulnerable to orthographic interference when making rhyme matches. Results showed that a deficiency in phonological coding and an over-reliance upon orthographic coding, often observed in dyslexic children, can also be seen in relatively poor readers and spellers within a normal adult population.     

Taste and emotionality in rats selectively bred for high versus low saccharin intake

Rats were selectively bred for high versus low saccharin ingestion, a putative measure of enhanced stress and emotionality (Dess, 1991). In Experiment 1, third-generation Occidental high-saccharin (HiS) and low-saccharin (LoS) rats were tested for saccharin ingestion and emotionality. The saccharin test confirmed that the lines differed on the selection phenotype. In addition, LoS rats were more emotional, as evidenced by longer emergence latencies and more defecation in a modified open-field test. In Experiment 2, LoS rats had lower quinine preference scores and drank saccharin-adulterated glucose less avidly. These outcomes are reminiscent of the behavior shown by inescapably shocked rats. Unlike helpless rats, however, LoS rats drank less avidly during a dilute sucrose test, an effect more reminiscent of chronic mild stress. The lines did not differ reliably on intake of concentrated glucose or Polycose, even when the latter was mixed with saccharin. In Experiment 3, LoS rats preferred saccharin less strongly than did HiS rats at concentrations of 0.05% to 0.7% and had an aversion to a 1.0% solution. In Experiment 4, LoS rats were affected more by shock, as assessed by stress-induced anorexia. These and other recent findings support the notion of shared mechanisms for taste, emotionality, and stress vulnerability.     

Effects of reward pedagogy on spelling scores and prosocial behaviors in primary school students in Singapore

Abstract

Effects of reward pedagogy (competitive, cooperative, individualistic, cooperative-competitive, and cooperative-individualistic) on spelling scores and prosocial behavior in Singapore students were examined alongside its interplay with ability level. A total of 1005 Primary 3 and 4 students were randomly assigned to one of the five reward pedagogies, with students rewarded based on their spelling scores. An ABABA design (A?=?implementation; B?=?withdrawal) was used for each reward pedagogy. Results revealed an interaction between reward pedagogy and ability level on both spelling scores and prosocial behavior, such that different pedagogies were more effective for different ability levels. One promising way forward, however, draws from the finding that cooperative-competitive reward pedagogy was effective for both outcomes across all ability groups.     

高职英语专业学生英语写作中词汇错误探析

本文以高职英语专业二年级学生的作文为语料,分析了学生作文中常见的词汇运用错误,以及导致这些错误的原因,并提出了一些教学策略以期对英语词汇教学有所帮助,进而提高学生的写作水平。     

母语负迁移对高职生英语语法学习的影响及对策

本文从语言学角度探讨母语负迁移对高职生英语学习的影响,通过对汉英两种语言的对比分析,找出影响学生语法学习的深层原因,针对学生易出现的错误,提出相应的解决对策,旨在对高职教师的英语教学和学生的英语学习提供帮助。     

A comparison of students with learning disabilities to low achieving and higher achieving students on three dimensions of social competence

Research continues to accumulate attesting to the fact that many children with learning disabilities are experiencing social difficulties in school. Nonetheless, it is also clear that achievement deficits, with or without the presence of a handicapping condition, are also related to social problems in the classroom. Several studies attempting to clarify the relative roles of handicapping condition and achievement in social adjustment have produced mixed results. The purpose of the present study was to clarify this issue further by examining the social differences between elementary school students with learning disabilities and other low achieving and higher achieving children on three social dimensions: sociometric status, behavior as rated by teachers, and self-ratings of social competence. The results indicated that the children with learning disabilities may be a higher risk socially than their low achieving and higher achieving peers. Variables that may account for these results are discussed as well as directions for future research.     

Approaches to learning and study orchestrations in high school students

In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’ approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’ scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement, higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach. Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches) showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide an integrated view of students’ webs of experience.     

A virtual internship to prepare high school students for civic and political action

Educational technology research and development - We explored the impact of participating in a Virtual Internship (VI) computer-supported collaborative learning simulation, on high school...     

试谈美国英语和英国英语的语法差异

虽然美国英语和英国英语具有共同的语法体系,但在某些语法形式上存在着一定的差异,了解这些差异将有助于我们准确地使用英语,并更有效地同英、美人士进行交际.