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991.
Participants with attention-deficit/hyperactivity disorder (ADHD) are often impaired in visuomotor tasks. However, little is known about the contribution of modal impairment in motor function relative to central processing deficits or whether different processes underlie the impairment in ADHD combined (ADHD-C) versus ADHD inattentive (ADHD-I) subtype. The present study analyzes performance on the Visual Motor Integration Test relative to less effortful motor tests as well as on measures of energetics. Both ADHD groups showed evidence of impaired motor function on both visual-motor integration (VMI) and the less effortful motor tests. The ADHD-C group performed below the ADHD-I group on VMI, but their performance correlated highly with the measures of the energetic pools of arousal and effort. Different mechanisms may underlie impaired fine motor skills in ADHD. Central processing deficits contribute significantly to the deficit of ADHD-C but do not explain the motor impairment in ADHD-I. 相似文献
992.
Whether the simple view of reading (SVR) as incorporated in the componential model of reading (CMR) is applicable to other orthographies than English was explored in this study. Spanish, with transparent orthography and Chinese, with opaque orthography were selected because of their diverse characteristics. The first part reports a study of students from grades 2 and 3, whose home language and medium of instruction was Spanish, and were administered tests of decoding, listening, and reading comprehension. A comparison group of 49 children from Grade 2, 54 children from Grade 3, and 55 children from Grade 4, whose home language and instruction was English, were also administered tests of decoding, listening, and reading comprehension. Multiple regression analysis showed that approximately 60% of the variance in reading comprehension of Spanish participants and 50% of the variance in reading comprehension of English participants were explained by decoding and listening comprehension. Furthermore, the performance of third grade Spanish participants resembled that of fourth grade English-speaking participants. In the second study, 102 Chinese students from Grade 2 and 106 students from Grade 4 were administered tasks of Chinese character recognition, reading fluency, listening, and reading comprehension. Multiple regression analyses showed character recognition and listening comprehension accounted for 25% and 42% of the variance in Chinese reading comprehension at Grades 2 and 4 respectively. These results indicate that the simple view of reading is applicable to writing systems other than that of English. 相似文献
993.
Vaughn S Wexler J Leroux A Roberts G Denton C Barth A Fletcher J 《Journal of learning disabilities》2012,45(6):515-525
The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties. 相似文献
994.
Malenfant N Grondin S Boivin M Forget-Dubois N Robaey P Dionne G 《Child development》2012,83(4):1332-1346
This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills. 相似文献
995.
Shi Z Bai R Fu ZX Zhu YL Wang RF Zheng S 《Journal of Zhejiang University. Science. B》2012,13(1):11-19
Objective
We aimed to perform a preliminary study of the association between induced pluripotent stem cell (iPS)-related genes and biological behavior of human colorectal cancer (CRC) cells, and the potential for developing anti-cancer drugs targeting these genes. 相似文献996.
国际新媒体联盟(New Media Consortium,简称NMC)所发布的年度地平线报告已经成为全球范围内教育信息化发展的显示器与风向标。2012年10月,北京开放大学与美国新媒体联盟签署协议,授权北京开放大学作为其在中国发行其年度报告中文版的唯一官方机构。本期学报正式刊出的2013年度地平线报告显示,未来五年内影响高等教育的六大技术为:大规模开放网络课程、平板电脑、游戏和游戏化、学习分析技术、3D打印技术、可穿戴技术。这些新技术对于我们生活中的沟通交流、获取信息、社会交往、日常学习等方面正在产生重大而深远的影响。希望本报告能够有助于国内同行及时了解国际范围内教育信息化的发展趋势、新技术应用,为促进信息技术更有效地提高教学质量服务提供有益借鉴。新媒体联盟总裁莱瑞博士(Larry Johnson)专门写信祝贺2013年度地平线报告(中文版)刊出:“北京开放大学与新媒体联盟的合作已使成千上万的中国教育界同行有机会围绕教育技术及其在大学和中小学课堂应用问题参与全球对话。北京开放大学以其在教育技术、在线学习的实践探索及开展的国际合作等方面取得的业绩成为国际地平线项目有价值的合作者。你们为地平线专题研究做出了贡献,还承担了地平线报告(中文版)的翻译出版。借助你们的帮助,许多国外同行开始了解信息技术如何在中国这一人口大国的大学和中小学得到应用;同时,也使中国教育界了解世界各国同行正在开展的信息化实践探索。” 相似文献
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开学月余,孩子在校经过一两次语文考试后,有家长就出现了新烦恼。请听合肥市安居苑小学黄玲家长到爱尚教育工作室与光明老师的交流——黄玲妈妈:都说语文学习重要。这该怎么理解呢?光明老师":语文是万科之母",是最基础的学科,是思维与表达的工具——语文理解能力对学好其它学科作用巨大,包括数学、物理等自然学科。黄玲妈妈:我孩子二年级,在学校语文学得不怎么样。您觉得眼下学校作文学习存在什么问题? 相似文献
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