Ocular dominance,reading and spelling: a reassessment of a measure associated with specific reading difficulties

The association of reading disability with perceptuomotor problems has had a chequered history. This study examines the relationship between a new test of ocular dominance and reading and spelling ability in a group of 323 schoolchildren. Similar rates for unfixed ocular dominance were found for poor readers as in comparable studies. The rates of unstable ocular dominance did not differ between those with reading and spelling difficulties and controls. These findings in a ‘blind’ study question the role of this test of eye dominance as a diagnosis of ‘dyslexia’.     

Does teachers’ pedagogical content knowledge affect their fluency instruction?

The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.     

Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers

To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences.     

Pattern design on 3D triangular garment surfaces

This paper focuses on a pattern design method for a 3D triangular garment surface. Firstly, some definitions of 3D style lines are proposed for designing the boundaries of patterns as drawing straight lines or splines on the triangular surface. Additionally some commonly used style lines are automatically generated to enhance design efficiency. Secondly, after style lines are preprocessed, a searching method is presented for quickly obtaining the boundaries and patches of a pattern on the 3D trian- gular surface. Finally a new pattern design reuse method is introduced by encoding/decoding the style line information. After style lines are encoded, the pattern design information can be saved in a pattern template and when decoding this template on a new garment surface, it automates the pattern generation for made-to-measure apparel products.     

WVD的快速计算

The paper proposes a new method for computation of the Wigner-Ville distribution (WVD) taking account of the conjugate symmetry of the WVD kernel function and the periodicity and symmetry of the trigonometric function. The method transfers the computation of WVD into real field from complex field to remove the redundancies in the fast Fourier transform(FFT) computation. The realization of fast cosine operation and fast sine operation considerably reduces the computation cost. Theoretical analysis shows that     

That’s Not Something We Have to Discuss: Interrupting Silences About Multiracial Students in Teacher Work

The author asserts that the field of teacher education must begin a critical conversation to better prepare and support teachers in attending to the complexities of racialized identities, experiences, and perspectives of multiracial students in K12 schools. The author offers a review of literature relevant to multiracial students, and draws from the emerging theoretical framework of Multicrit (Harris in Int J Qual Stud Educ 29(6):795–813, 2016) to present monoracism, ahistoricism, colorism and intersectionality to analyze excerpts from three respective research studies. Each excerpt demonstrates an imperative to build a critical understanding of multiracial students within teacher work. The author concludes with implications for future research and practice.     

RESOLV: Readers' Representation of Reading Contexts and Tasks

We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context.     

Co-benefit of hazardous trace elements capture in dust removal devices of ultra-low emission coal-fired power plants

The co-benefit of hazardous trace elements such as mercury (Hg), arsenic (As), and selenium (Se) capture in dust removal devices of ultra-low emission coal-fired power plants was investigated. Feed fuel and ash samples collected from 15 different coal-fired power units equipped with ultra-low emission systems were characterized to determine the concentrations and distribution characteristics of trace elements. It was found that the low-low temperature electrostatic precipitator (LLT-ESP) and the electrostatic fabric filter (EFF) had greater abatement capacity for Hg than normal cold-side ESP (CS-ESP). Only 0.8%–36.1% of Hg escaped from LLT-ESP and EFF, whereas 42.1%–90.6% of Hg escaped from CS-ESP. With the employment of EFF and ESP (inlet temperature<125 °C), 72.3%–99.1% of As and 70.7%–100% of Se could be captured before the wet flue gas desulfurization (WFGD) system. The significance level of the effects on the abatement capacity for Hg, As, and Se in ESP were analyzed by the Pearson correlation analysis and grey relational analysis. The results indicated that the low inlet temperature of LLT-ESP had significant promotional effect on the simultaneous removal of Hg, As, and Se. The smaller particle size of fly ash can be conducive to the adsorption of hazardous trace elements. The inhibitory effect of sulfur content in coal was significant for the enrichment of Hg and Se in fly ash.