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101.
Aline D. Wolf 《Early Childhood Education Journal》1986,14(1):18-19
Is art appreciation included in your curriculum? Are the youngsters in your class exposed to Renoir, Degas, and Monet? Children are never too young to be introduced to culture and the arts, and once that appreciation is acquired it is a gift of knowledge that will last a lifetime. 相似文献
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Maryanne Wolf Alyssa Goldberg O'Rourke Calvin Gidney Maureen Lovett Paul Cirino Robin Morris 《Reading and writing》2002,15(1-2):43-72
An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed. 相似文献
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Dysconscious racism is generally defined as the unquestioned acceptance of culturally dominant norms and privileges, with three categories used to describe college students’ reasoning for enduring racial inequity. These range from the historical determinism of slavery to racially exploitive standards inherent in American society. However, few studies have fully utilized these categories. This article has sought to encourage a renewed interest into the student categories by considering them as more of a progressive, developmental continuum. 相似文献
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J. Grove Wolf 《Research quarterly for exercise and sport》2013,84(4):475-490
Abstract The present study was designed to assess the influence of athletics on educational attainment. It tested Spady's (1970) contention that high school athletes were deficit in the academic skills necessary for later success in college because athletics were their only form of extracurricular involvement. A 1975 Maryland sample (N = 239) and a 1977 Pennsylvania sample (N = 403) of male and female high school students were categorized into athlete-only and athlete-service groups and then compared on Scholastic Aptitude Test (SAT) scores. Comparisons were also made to the national average for males and females. Results from both samples supported Spady's contention for males, but not for females. Athlete-only males were significantly lower (p ≤ .01) than the 1975 and 1977 male national averages. By contrast, athlete-service males were significantly higher than the 1975 male national average. The findings are discussed in terms of the influence exerted by significant others (e.g., parents, coaches) to encourage athletic participation exclusively, often at the expense of other extracurricular activities that may foster positive academic attitudes and expectations. 相似文献