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31.
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
32.
Eva Kellner Annica Gullberg Iiris Attorps Ingvar Thor��n Roy T?rneberg 《International Journal of Science and Mathematics Education》2011,9(4):843-866
A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how
to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act
as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration
in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The
aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the
teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32
PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat
and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five
topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions
were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier
research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher
education programmes where PCK development is stimulated. 相似文献
33.
Ingvar Sigurgeirsson 《Educational Media International》2013,50(3):156-161
Abstract This article reviews curriculum material development for the compulsory school level in Iceland, the responsibility of the National Centre for Educational Materials (NCEM), a new governmental organization. A brief survey is given of the institutions antecedent to the NCEM, and the organization of the NCEM is described as well as its major activities and future emphasis. 相似文献
34.
Jarl Backman Ingvar Lundberg Lars‐Göran Nilsson Kjell Ohlsson 《Scandinavian Journal of Educational Research》2013,57(3):113-128
Backman, J., Lundberg, I., Nilsson, L.‐G. & Ohlsson, K. 1984. Reading Skill and the Processing of Text Structure. Scandinavian Journal of Educational Research 29, 113‐128. Oral reading speed, free recall and summarization of narrative stories presented on videotex were studied as a function of reading skill, text structure and physical factors such as paragraphing and color cueing of clauses on various levels of importance. A total of 144 subjects (13‐14 years old) participated in the experiment, half of them being rated as poor readers and half as good readers. Good readers outperformed poor readers on all dependent variables. Important propositions were better recalled and were more often included in summaries than less important parts of the texts, especially if they were signalled by a different color. However, the impact of graphical cueing depended on reading skill, text type and task. The interactions were discussed in terms of differences in processing strategies and prior knowledge. 相似文献