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51.
Phonological awareness is a critical enabling skill in learning to read, often developed outside the context of formal reading
instruction. More than 2,000 6-year-old children were tested on phonological awareness at two occasions during the preschool
year in two cohorts. Between the assessments, a training program was implemented. A two-level path model was applied. More
frequent training sessions were connected to higher gains of test scores especially for children with low initial scores in
the first cohort. A clear gender effect was also observed. There were more boys with very low initial scores and more girls
among the top scorers. A clear SES-effect indicated the influence of early language stimulation. Children who already at the
beginning of the preschool year had grasped the alphabetic code had the highest initial scores on the test. 相似文献
52.
Data from 123 male adults were analyzed to estimate environmental influences on components of literacy skills and to explore
the impact of environmental factors in different approaches to define reading difficulty. Literacy skills were decomposed
into general cognitive function, reading comprehension, spelling, word reading, and phonological ability. Environmental factors
examined were related to home conditions, school conditions, and literacy environment. Results suggest that there is a substantial
social-cultural bias in the delineation of literacy skills and in the definitions of reading disabilities. Results also suggest
that phonological ability constitutes the only measure relatively unaffected by environmental influences. This study has brought
forward a new argument for emphasizing phonological deficits as the core component in defining dyslexia. 相似文献
53.
Caroline Gottschalk Druschke Eric G. Booth Emma Lundberg 《Technical Communication Quarterly》2019,28(2):137-151
ABSTRACTThis article offers a revision to an existing social science methodology, Q methodology, through “Q-Rhetoric.” After detailing Q methodology’s theoretical underpinnings and practical method, and persistent critiques of the methodology, the article employs perspectives from rhetorical theory and Amerindian anthropology to suggest a methodological correction. It concludes by detailing the use of Q-Rhetoric to intervene in a Wisconsin stream management controversy, proposing Q-Rhetoric as a pragmatic and theoretically sound methodology for working across disciplinary divides. 相似文献