Spelling consistency affects reading in young Dutch readers with and without dyslexia

Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior of young Dutch readers with dyslexia to the behavior of readers without dyslexia. All students participated in a lexical-decision task in which we presented pronunciation-consistent words and pseudowords. Half of the pronunciation-consistent stimuli were spelling consistent and the other half were spelling inconsistent. All three reader groups, that is, students with dyslexia, age-match students, and reading-match students, read spelling-consistent words faster than spelling-inconsistent words. Overall reading speed of students with dyslexia was similar to that of reading-match students, and was substantially slower than that of age-match students. The results suggest that reading in students with or without dyslexia is similarly affected by spelling inconsistency. Subtle qualitative differences emerged, however, with respect to pseudoword identification. The conclusion was that the findings were best interpreted in terms of a recurrent-feedback model.     

数据论文国内外发展研究综述

[目的/意义]数据密集型科学范式增加了科学数据共享的重要性和紧迫性。数据论文作为一种新兴的数据出版模式,成为国内外相关领域研究热点。调研国内外相关文献,希望为我国数据论文与数据期刊实践与研究提供参考与借鉴。[方法/过程]基于国内外文献调研,从数据论文的概念、出版模式、不同主体的态度、当前模式的缺陷及未来发展方向几方面介绍和评述数据论文这一数据出版模式的发展情况。[结果/结论]数据论文为解决数据出版中的归属、激励、质量和引用等问题提供了新思路,近年来受到国内外相关领域和主体的广泛关注。与国外相比,国内在实践和研究中存在一些不足,建议研究中关注国内数据期刊的发展,加大对具体问题的研究深度,实践中借鉴国外经验,结合国内特点,从平台、渠道、政策等多方面完善和推广这一新兴数据出版模式。     

Examining the public face of academic development

Language is an important way of presenting an identity, either individual or group. This paper explores the language used in the presentation of the identity of academic development. The study is based on an analysis of websites from academic development centres in the UK and Australia and outlines the public ways in which academic developers present their work and the meanings that are attached to this presentation. It uses frame theory to analyse the language of academic development websites in order to explore some of the assumptions underpinning the public face of academic development. It explores the ways in which language is used to frame and persuade in order to establish the credibility of academic development as an expert and scholarly field.     

Developing a Common Model? Comparing Effective School Improvement Across European Countries

Applicability of research models across contexts is often viewed as desirable. This article discusses 6 issues faced by members of the Effective School Improvement (ESI) project research teams as they explored themes emerging in case studies carried out in 8 different countries, as part of a process of trying to generate a model that would be valid and applicable across contexts. After posing questions that need further resolution, the conclusion at this particular stage of the research was that caution was advisable before transferring the findings from one context to another.     

Lectura y coherencia textual (análisis de un texto narrativo)

Los autores proponen la Lingüística Textual para un reenfoque de las actividades de análisis de texto en la enseñanza. Como modelo de aplicación de esa propuesta se expone un caso de análisis textual de una nanación en el que se localizan los mecanismos de coherencia y se generan preguntas de control y ejercicios para que el alumno desarrolle estrategias de lectura.     

The Interplay of Intimations and Implementations: Generating New Discourse With New Symbolic Tools

The analysis of the Batteries and AIDS episodes presented in this article is guided by the assumption that thinking can be conceptualized as an activity of communication, and learning can be regarded as modifying and extending one's discursive ways. Within this framework, 1 of the aims of mathematical learning is to become skillful in the discursive use of designated symbolic artifacts supposed to mediate solving certain types of problems. My analysis of the learning episodes is aimed at uncovering the ways in which the discursive uses of such new symbolic tools were interactively constructed by the students. I argue that the construction process is extremely complex because of a certain inherent circularity of this process. The analysis reveals that this difficulty may be overcome by the gradual dialectic adjustment of former discursive habits to new contexts. The adjustment happens gradually, through cycles of intimations about the applicability of the old habits followed by implementations in which this applicability is examined. This intricate interplay of intimations and implementations is found in both the Batteries and the AIDS episodes and is presented in detail in the article. I also show that, with time, students significantly increased their mastery of this particular discursive mechanism.     

Dutch Dyslexia in Adulthood: Core Features and Variety

This study aimed to explore how alphabetic readers learn to read Chinese. First-year Chinese beginning learners who are skilled English readers were tested for their sensitivity to the visual-orthographic structures of Chinese characters. The study also explored the effect of the frequency of the characters in their curriculum on performance of a lexical decision and naming task. The students' linguistic knowledge about the characters was also tested. Results showed that the beginning learners were sensitive to the structural complexity of characters, they accepted simple characters more quickly and more accurately than compound characters, and they responded faster and more accurately to high-frequency than to low-frequency characters. Sensitivity to the structural composition of the character was also revealed: The learners rejected noncharacters containing illegal radical forms faster and more accurately than those containing legal radical forms in illegal positions, which in turn were rejected faster and more accurately than those containing legal radical forms in legal positions. A significant frequency effect was also found in the naming task, though the effect of structural complexity was not significant. These results suggest that perceptual learning plays an important role in early nonalphabetic learning by alphabetic readers. Both cross-writing system differences and second-language status may have an impact on such learning.