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201.
This research investigated the relation between children’s performance on two measures of receptive language and children’s
auditory discrimination of consonant-vowel sounds having frequency and temporal acoustic differences. The measures of fine-grained
auditory discrimination produced significant multiple regression coefficients against both receptive vocabulary (Peabody Picture
Vocabulary Test-Revised) and receptive language (Token Test for Children) scores. Validation analyses conducted by predicting
receptive vocabulary and language scores for a new sample of children and relating them to the actual scores led to significant
outcomes. It was concluded that fine-grained auditory discrimination is particularly important in the relatively early stages
of language learning.
The cooperation of the participating children, teachers, principals, and school district administrators is gratefully acknowledged.
This research was supported, in part, by a grant from NINCDS (NIH). 相似文献
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Erling E. Boe Laurie U. deBettencourt James Dewey Michael Rosenberg Paul Sindelar Christopher Leko 《Exceptionality》2013,21(2):103-125
After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline since 2005 in the number of students with disabilities (SWD) served. We consider factors that may be contributing to declining demand for SETs, among them the number of SWD, service delivery, the economic downturn, and present supporting evidence. We also consider the potential impact of reduced demand on SET supply, teacher education, equitable distribution of teachers, and, most importantly, outcomes for SWD. We call for vigilance and monitoring of SET employment data to assure that all students receive the appropriate education to which they are entitled. 相似文献
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In determining whether or not students learned more effectively in different learning environments, experimental and control classes were conducted over a 2-year period in a basic statistics course that involved ten faculty members and 1,172 students. Grades, common examinations, and a checklist were the basic criterion measures used; mathematics background and overall grade point (GPA) served as control mechanisms. Major conclusions were: students preferring some type of independent study consistently underachieved; instructor types, which produced high achievement levels for specific types of students, were identified in behavioral terms; it probably will take drastic manipulations of the learning environment beyond the normal constraints of the university in order to produce effective changes in the learning pattern. 相似文献
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