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101.
Marie‐line Bosse Nathalie Chaves Pierre Largy Sylviane Valdois 《Journal of Research in Reading》2015,38(2):141-158
The self‐teaching hypothesis suggests that knowledge about the orthographic structure of words is acquired incidentally during reading through phonological recoding. The current study assessed whether visual processing skills during reading further contribute to orthographic learning. French children were asked to read pseudowords. The whole pseudoword letter string was available at once for half of the targets while the pseudoword's sub‐lexical units were discovered in turn for the other half. Then memorisation of the targets’ orthographic form was assessed. Although most pseudowords were accurately decoded, target orthographic forms were recognised more often when the pseudowords entire orthographic sequence was available at once during the learning phase. The whole‐word presentation effect was significant and stable from third to fifth grades. This effect was affected neither by target reading accuracy nor by target reading speed during the learning phase. Results suggest that beyond recoding skills, the ability to process the entire orthographic letter string at once during reading contributes to efficient orthographic learning. 相似文献
102.
Jitse D. J. van Ameijde Patrick C. Nelson Jon Billsberry Nathalie van Meurs 《Higher Education》2009,58(6):763-779
This paper reports on a qualitative study exploring how distributed patterns of leadership manifest themselves in project
teams within a Higher Education institution. The emphasis is on both the ‘what’ and the ‘how’ of distributed leadership, thus
providing an account of the nature of distributed leadership in higher education and the factors which were found to enhance
and inhibit its occurrence and effectiveness. The findings are presented in a model of distributed leadership which seeks
to provide an integrative account and a framework for further study. The conclusions focus on both the theoretical implications
for the study of distributed leadership and the practical implications for HE institutions wishing to promote effective leadership. 相似文献