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21.
Mary Ann Evans Michelle Bell Deborah Shaw Shelley Moretti Jodi Page 《Reading and writing》2006,19(9):959-989
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph 相似文献
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B R Wilson H W Olson H A Sprague W D Van Huss H J Montoye 《Research quarterly for exercise and sport》1990,61(1):1-6
A longitudinal study was conducted on 398 athletes and 369 nonathletes who were born before 1920 and attended Michigan State University. The subjects were compared to determine if intercollegiate athletic competition accounts for significant variation in longevity when considered with somatotype. Because some of the subjects were still alive at the time of the study, the BMDP Statistical Software was used to do a survival analysis with covariates. Preliminary comparisons considered the differences in somatotype between athletes and nonathletes. Two sample t-tests indicated that athletes were more mesomorphic and less ectomorphic (p less than .05) than nonathletes. When comparing the relationship between somatotype and longevity, the pooled data of athletes and nonathletes indicated that endomorphs were shorter lived than the other three comparison groups. When only the athletes were considered, similar results were found. However, the nonathlete group exhibited differences only between the mesomorphic and endomorphic groups. The endomorphs were shorter lived. Longevity was examined by using the Cox proportional hazards regression method with somatotype and athlete/nonathlete status as covariates. Somatotype, by itself, was found to be significantly related to longevity, (p less than .001). Athletic status was not significantly related to longevity, either by itself or when entered into the model with somatotype. 相似文献
24.
Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students
Juliet A. Baxter John Woodward Deborah Olson 《Learning disabilities research & practice》2005,20(2):119-135
Abstract. Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh‐grade, low‐track mathematics class. For one school year, we studied four low‐achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small‐group and whole‐class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature. 相似文献
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This article describes an assessment of writing skills (writing sample, objective test, and self‐assessment) made by one community college. Information was gathered to design an entry‐level assessment procedure for placement in English composition and developmental writing courses. Comparing the three approaches, each of which measured different aspects of writing ability, showed that the best predictor of grade in an English composition course was the objective test. However, the statistical results of the study form only one component of an entry‐level assessment program. It may be that a writing sample is needed as part of entry‐level assessment because it points out the value of writing skill in attempting college‐credit courses. 相似文献
28.
Counteracting Summer Slide: Social Capital Resources Within Socioeconomically Disadvantaged Families
Stephanie L. Slates Doris R. Entwisle Linda S. Olson 《Journal of Education for Students Placed at Risk》2013,18(3):165-185
Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's (1987) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide. 相似文献
29.
Janice M. Keenan Rebecca S. Betjemann Richard K. Olson 《Scientific Studies of Reading》2013,17(3):281-300
Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two assessments (retellings and comprehension questions) from the Qualitative Reading Inventory (QRI), the Woodcock–Johnson Passage Comprehension subtest (WJPC), and the Reading Comprehension test from the Peabody Individual Achievement Test (PIAT). Modest intercorrelations among the tests suggested that they were measuring different skills. Regression analyses showed that decoding, not listening comprehension, accounts for most of the variance in both the PIAT and the WJPC; the reverse holds for the GORT and both QRI measures. Large developmental differences in what the tests measure were found for the PIAT and the WJPC, but not the other tests, both when development was measured by chronological age and by word reading ability. We discuss the serious implications for research and clinical practice of having different comprehension tests measure different skills and of having the same test assess different skills depending on developmental level. 相似文献
30.
Taran Cardone Elizabeth Stoll Turton Gerald Olson Marcia Baxter Magolda 《About Campus》2013,18(5):2-9
Committed to improving how their various programs serve student learning, Taran Cardone, Elizabeth Stoll Turton, Gerald Olson, and Marcia Baxter Magolda describe how their participation in Miami University's Community of Practice on Engaged Learning (COPEL) helped them create developmentally appropriate, learning‐centered approaches that support the complex task of student self‐authorship. 相似文献