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111.
Cathy Ming Wai Yan Catherine McBride-Chang Richard K. Wagner Juan Zhang Anita M. Y. Wong Hua Shu 《Reading and writing》2012,25(7):1499-1521
There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children??s writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6?C9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6?C9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children. 相似文献
112.
Anita S. McGinty Laura M. JusticeShayne B. Piasta Joan KaderavekXitao Fan 《Early childhood research quarterly》2012,27(1):77
This study examined preschool teachers’ (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment (global classroom quality, literacy environment) were obtained by aggregating observations taken across the 30 weeks of the study. Child outcomes were measured as spring print knowledge performance, controlling for fall. Child developmental characteristics were measured directly (language ability) and indirectly (attentional skills) in fall and winter, respectively. Findings showed that explicit print instruction contributed to children's learning, but its benefits decreased as the quality of the classroom and children's attentional skills increased. Implications for research and practice are discussed. 相似文献
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Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10–14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching–learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10–11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound. 相似文献
115.
Marcus Grace Yeung Chung Lee Roman Asshoff Anita Wallin 《International Journal of Science Education》2013,35(11):1855-1874
This paper focuses on the views of 16–17-year-old science students from England, Germany, Hong Kong and Sweden on whale hunting, and their perceptions of the views of their international counterparts. The students were all provided with the same decision-making task, discussed the issue in small groups and then presented their views on video, which were shared with their counterparts. The findings show that the decision-making task served to deepen and modify students' views across all nationalities, and the students generally valued and learned from the sharing of views with students of the same age from around the world. However, an important discovery was that the German students' opinions often ran counter to those from the other 3 locations, and the paper cautions against making broad-sweeping generalisations about students' views on socioscientific issues. 相似文献
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The paper discusses children’ attitudes towards school and learning soon after entering primary school in Hungary. First and second grade primary school students (N?=?33) were interviewed. The interviews explored the following questions: What are the teachers’ and the children’s roles in the classroom? What is learning? Where do children learn? What kind of learning strategies do students use in arithmetic and reading? How are students evaluated in the school? What do students like best about school? The data suggest that the children quickly adapt to the school environment and, on the whole, have a positive attitude towards school and learning but—with a few exceptions—their views on the role of schooling in life reflect traditional, school subject centred goals and values and little awareness of the learning process. 相似文献
119.
José A. Montelongo Anita C. Hernández Johanna Esquivel Francisco Serrano-Wall Adriana Goenaga de Zuazu 《Journal of Latinos & Education》2018,17(4):300-313
Cognates are words that are the same or nearly the same orthographically and semantically in English and Spanish. The majority of the more than 20,000 cognates are academic vocabulary words comprised of Latin and Greek roots and affixes. Several thousand cognates can be found in the picture books that have earned the Américas Book Award, which was established to honor quality multicultural books that portray Latino cultures in a positive light. The authors present lessons for teaching primary school Latino ELLs about cognates through the Américas Award picture books, as they educate their students about their rich Latino cultures. 相似文献
120.