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41.
42.
Nicole Patton Terry Carol McDonald Connor Lakeisha Johnson Adrienne Stuckey Novell Tani 《Reading and writing》2016,29(2):267-295
The purpose of this study was to examine second graders’ (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills—in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring. 相似文献
43.
Angela Vatalaro Anne McDonald Culp Debbie L. Hahs-Vaughn Amanda C. Barnes 《Early Childhood Education Journal》2018,46(4):451-466
This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an 8-week intervention in which the children interacted with one of two types of apps: one classroom used four scaffolding-like vocabulary apps for an average of 1.8 h per day (n?=?16) and one classroom used four open-ended vocabulary apps for an average of 1.3 h per day (n?=?15). Two classrooms served as comparison groups (n?=?18; n?=?14) which used apps that were chosen by the Head Start program with no specific instructional method for approximately 1 h per day. Children’s vocabulary was assessed pre- and post-intervention using the PPVT-4, the EVT-2, and iPad Receptive and Expressive Vocabulary Assessments. Using a repeated measures analysis of variance with split plot analysis, children who used scaffolding-like vocabulary apps performed statistically significantly higher on the PPVT-4 than children who used open-ended vocabulary apps. There were no significant differences between groups on the EVT-2. The study contributed to the literature on teacher instruction of utilizing scaffolding-like apps to increase preschool vocabulary knowledge. 相似文献
44.
Dare A. Baldwin Ellen M. Markman Brigitte Bill Renee N. Desjardins Jane M. Irwin Glynnis Tidball 《Child development》1996,67(6):3135-3153
The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object. 相似文献
45.
在选择考研的学校时,考哪个学校是和考哪个专业一样重要的问题,考名校还是考一般的学校,考本校还是外校,这是个问题.我的观点是,还是考名校比较好. 相似文献
46.
Renee M. Borges 《Resonance》1998,3(4):64-71
Complex evolutionary forces determine whether plants are male, female or hermaphrodite throughout their lives or whether they
switch from one sex to another. This article explores these often conflicting forces and seeks answers for sex change in plants. 相似文献
47.
Renee M. Borges 《Resonance》1998,3(11):30-39
What is the difference between plant sex and plant gender? Why does stress sometimes cause maleness and other times result in femaleness? Do plant hedge mating bets using sex change? This article addresses these and other evolutionary questions about plant gender. 相似文献
48.
49.
Christopher H. Skinner Jacqueline L. Williams Jennifer Ann Morrow Andre D. Hale Christine E. Neddenriep Renee O. Hawkins 《Psychology in the schools》2009,46(10):1036-1047
This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th‐, 29 5th‐, and 37 10th‐grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock–Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th‐ and 5th‐grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th‐grade sample. Discussion focuses on the importance of reading speed and the failure to enhance validity of a brief rate measure in more skilled readers by incorporating a direct measure of comprehension. © 2009 Wiley Periodicals, Inc. 相似文献
50.
As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement
evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered
interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated
the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline
design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was
documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained
following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood
settings. 相似文献