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1.
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: |
2.
Suzanne E. Welcome Christine Chiarello Laura K. Halderman Christiana M. Leonard 《Reading and writing》2009,22(3):353-371
Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults
show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient
readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven
divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic
word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers
on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that
skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level
semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word
recognition processes.
相似文献
Suzanne E. WelcomeEmail: |
3.
Young-Suk Kim 《Reading and writing》2009,22(7):843-861
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children
acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English
bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual
programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs
differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness).
Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness
and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to
English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light
of interlingual influence on bilingual children’s phonological awareness.
相似文献
Young-Suk KimEmail: |
4.
This study was intended to help clarify the nature of dyslexia in Spanish. A sample of 30 children, 8 to 16 years old, participated
in this study. Dyslexic children were compared to two control groups, a chronological age-matched control group and a reading
level-matched control group. Measures included nonword and pseudohomophone reading (phonological procedure), homophone choice
(orthographic procedure), and phonological awareness tasks (syllabic, intrasyllabic, and phonemic level). For each task, accuracy
(error percentage) and performance time were measured. Results showed a deficit in the dyslexic group on all the tasks, which
was more evident when time was considered. With the results consistent with studies in other transparent orthographies such
as Italian and German, speed problems seem to be more evident and relevant than accuracy problems in Spanish dyslexic children.
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Sylvia DefiorEmail: |
5.
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.
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Sandra FernandesEmail: |
6.
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were
evaluated. During a 6-week training period, a specific target for children in a computer group was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding
phonological unit. Children in a paired reading group read books with an adult tutor. The results showed that, in reading words in which the computer-trained sublexical items
were included, both groups exhibited similar improvement. A post hoc analysis suggested that computer training was associated
with better reading skills with respect to the trained sublexical items; however, this improvement did not show large generalization
effects to the words with the sublexical items. The paired reading group showed a more rapid gain in global word reading fluency
than the computer group. Neither of the groups improved their pseudoword reading.
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Sini Huemer (née Hintikka)Email: |
7.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
Beth Herbel-EisenmannEmail: |
8.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
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Alandeom W. OliveiraEmail: |
9.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
相似文献
Judith FlowersEmail: |
10.
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.
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Paola AngelelliEmail: |
11.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
12.
We report an eye-movement study that demonstrates differences in regularity effects between adult developmental dyslexic and
control non-impaired readers, in contrast to findings from a large number of word recognition studies (see G. Brown, 1997). For low frequency words, controls showed an advantage for Regular items, in which grapheme-to-phoneme strategies could
be employed, compared with Irregular Consistent and Inconsistent items, in which rime comparisons or whole word recognition
strategies would be advantageous. We propose that in sentential contexts, dyslexic readers do not generate sufficient phonological
cues in the parafovea in order to demonstrate the regularity effects typical of unimpaired readers (e.g., S. Sereno & K. Rayner,
2000). These findings suggest that phonological strategies are sensitive to task demands, and underline the impact of methodology
on the conclusions that are drawn about dyslexic reading ability.
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Manon Wyn JonesEmail: |
13.
This commentary first summarizes and discusses the analysis of the two translation processes described in the Oliveira, Colak,
and Akerson article and the inferences these researchers make based on their research. In the second part of the commentary,
we describe procedures and criteria used in adapting tests into different languages and how they may apply to adaptation of
instructional materials. The authors provide a good theoretical analysis of what took place in two translation instances and
make an important contribution by taking the first step in providing a systematic discussion of adaptation of instructional
materials. Our discussion proposes procedures for adapting instructional materials for examining equivalence of source and
target versions of adapted instructional materials. We highlight that many of the procedures and criteria used in examining
comparability of educational tests is missing in this emerging research of area.
相似文献
Kadriye ErcikanEmail: |
14.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
Megan Louise GilliverEmail: Email: |
15.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
Grady VenvilleEmail: |
16.
Like many other public Mexican universities, the Benemérita Universidad Autónoma de Puebla (BUAP) has tried to contribute
to the national development of Mexico by offering new undergraduate majors presumed to be better attuned to the needs of the
labor market, while capping enrollments in traditional majors presumed to be redundant. Using data from one of the most extensive
alumni studies in Mexico, we found that BUAP alumni who graduated in traditional majors do not show high unemployment or low
satisfaction. On the contrary, the lowest levels of job satisfaction and the highest rates of unemployment are found among
the graduates of non-traditional majors.
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Shaquana AndersonEmail: |
17.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
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Claire Howell MajorEmail: |
18.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
19.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
20.
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related
subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and
controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent
contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding
explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were
divided into two subgroups based on high (ORTH+) and low levels (ORTH−) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading
and spelling but the ORTH+ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there
were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There
were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH+ subgroup outperformed ORTH− on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words
or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading.
This supports the view that the ORTH+ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups
in reading experience. Our data, therefore, support the PCVOD model.
相似文献
Judith BekebredeEmail: |