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41.
This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions. 相似文献
42.
Bonnie Shellnut Allie Knowltion Tim Savage 《Educational technology research and development : ETR & D》1999,47(2):100-110
This paper describes how a multimedia design team at Wayne State University, working on an engineering education project funded
by the National Science Foundation, incorporated Keller's ARCS (attention, relevance, confidence, and satisfaction) model
into the design and development of a computer-based instructional (CBI) module for a college engineering course in economics.
A discussion of how and why the components were incorporated into the traditional instructional design phases of definition,
design, development, implementation, and evaluation is presented.
where she earned her doctorate this year, and coleader of a multimedia team in the design and development of CBI modules for
a manufacturing engineering education project funded by NSF. 相似文献
43.
Anne R. Savage 《Higher Education in Europe》1999,24(2):209-211
To assure quality in distance learning programmes, a new type of university teacher must emerge. He or she must be energized and challenged by meeting the needs of expanding categories of learners who are coping with new definitions of a semester, utilizing alternative methods for gaining access to and sharing information, incorporating emerging technologies into teaching and learning processes, and adapting to an increased focus upon student performance. To reach these goals, university teachers must be provided with the necessary training, instructional assistance, and incentives to develop basic changes in their behaviour for which few models exist and little experience has been realized. This article outlines seven characteristics of a university teacher who is ready to meet the challenges that a distance learning network provides. 相似文献
44.
45.
Lorraine L. Matthews Deborah C. May Deborah K. Kundert 《Psychology in the schools》1999,36(6):495-504
Over the years, educators and psychologists have recommended delaying school entry and have developed alternative interventions for young children identified as unready for school. These developmental placement interventions, including readiness kindergartens and pre‐first classes, were developed to avoid both academic and social‐emotional problems in schools. However, the efficacy of these programs has not been proven. This study examined school adjustment outcomes and emotional and learning difficulties, both short‐term and longitudinally, for students who participated in readiness kindergartens and pre‐first classes, as well as for control groups of students. Significant differences were noted in retention rates, dropout rates, and special education placement rates. © 1999 John Wiley & Sons, Inc. 相似文献
46.
Donald C. Savage 《Interchange》1994,25(4):381-384
The author disagrees with Cameron's suggestion that democratization and decentralization were a mistake. As chief lobbyist of the Canadian Association of University Teachers, he argues for collective bargaining. He counters Cameron's support of the continuation of mandatory retirement with reference to the U.S. experience and points to the Supreme Court's defence of tenure. 相似文献
47.
Lorraine T. Dorfman 《Research in higher education》1981,14(2):147-160
Dorfman (1980b) investigated correlates of professional activity in retirement of professors at a major state university who continued to reside in their academic community during the entire year. This follow-up study extends that research to the total population of emeriti by including emeriti who left the University community after retirement and emeriti who continued to live in the University community for part of the year. Interviews were conducted with 113 University of Iowa emeritus professors. There was consistency between level of professional activity during the preretirement career and level of professional activity in retirement for the entire group, with stayers more consistent than leavers. Significant correlates of professional activity in retirement for the entire group included rated importance of consulting and University service, strength of ties to colleagues and professional organizations outside the University, contacts with former students, and perceived rapidity of changes in knowledge in respondents' fields. Multiple regression results showed that the strongest predictors of professional activity in retirement were level of professional activity during the preretirement career and strength of ties to professional organizations outside the University. 相似文献
48.
Robert Savage George Georgiou Rauno Parrila Kristina Maiorino 《Scientific Studies of Reading》2018,22(3):225-247
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or Best-Practices small-group reading programs, typically for 10–11 hr over 10 weeks. Students were matched on baseline reading and language abilities, parent demographic measures, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the DMSfV program (p < .05 for word reading and spelling at posttest and word reading and sentence comprehension at 5-month delayed posttest), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of small-group preventative literacy intervention models that teach both direct mapping of grapheme–phoneme correspondences in text and set-for-variability. 相似文献
49.
This study investigated whether children with dyslexia differed in their performance on reading, phonological, rapid naming,
motor, and cerebellar-related tasks and automaticity measures compared to reading age (RA)-matched and chronological age (CA)-matched
control groups. Participants were 51 children attending mainstream English elementary schools in Quebec. All participants
completed measures of IQ, word and nonword reading fluency, elision, nonword decoding, rapid naming, bead threading, peg moving,
toe tapping, postural stability, and muscle tone. Results from both group contrasts and analyses at the individual case level
did not provide support for claims of motor–cerebellar involvement in either typical or atypical reading acquisition. Results
were more consistent with a phonological core process account of both typical reading and reading difficulty. Phonological
deficits for children with dyslexia compared to RA-matched controls were, however, only evident in group contrasts. Findings
thus also have important implications for identifying at-risk readers among their same-aged peers. 相似文献
50.