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91.
This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions. 相似文献
92.
Emily C. Bouck Jiyoon Park Kennedy Levy Katie Cwiakala Abbey Whorley 《Exceptionality》2020,28(1):45-59
ABSTRACTIn theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package—an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction—on students’ acquisition and generalization of solving problems involving division of whole numbers with remainders. Three middle school students with disabilities participated in this multiple baseline, multiple probe across participants single case design study. Each of the students acquired the mathematical behavior of being able to solve division with remainders problems. In other words, a functional relation existed between the intervention package of explicit instruction and the Cuisenaire® Rods app-based manipulative and students’ accuracy in solving division with remainders problems. Yet, two students failed to generalize the skill without the explicit instruction and use of the app-based manipulative. 相似文献
93.
Johanna Cena Doris Luft Baker Edward J. Kame’enui Scott K. Baker Yonghan Park Keith Smolkowski 《Reading and writing》2013,26(8):1289-1316
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed. 相似文献
94.
Appropriate intellectual property protection and economic growth in countries at different levels of development 总被引:1,自引:0,他引:1
This paper examines how the role of patents and utility models in innovation and economic growth varies by level of economic development. Using a panel dataset of over 70 countries, we find that patent protection is an important determinant of innovation and that patentable innovations contribute to economic growth in developed countries, but not in developing. Instead, in developing economies, a minor form of intellectual property rights (IPRs) - namely utility models - is conducive to innovation and growth, controlling for other factors. Using Korean firm level data as a case study, we find that utility model innovations contribute to firm performance when firms are technologically lagging and that those minor innovations can be a learning device and thus a stepping stone for developing more patentable inventions later on. Upon reaching higher levels of technological capabilities, firms become more reliant upon patents and less on utility models. Thus the lesson here is that patent protection enhances innovation and economic growth in countries where the capacity to conduct innovative research exists. Where this capacity is weaker, a system that provides incentives to conduct minor, incremental inventions is more conducive to growth. The significance of this paper is to emphasize the importance not just of the strength of IPRs but of the appropriate type of IPRs for economic development. 相似文献
95.
Atomic theory or the nature of matter is a principal concept in science and science education. This has, however, been complicated by the difficulty students have in learning the concept and the subsequent construction of many alternative models. To understand better the conceptual barriers to learning atomic structure, this study explores the troublesome nature of this fundamental scientific concept. In order to illustrate the distinction of student understanding by threshold barriers, this study chose three particularly high‐achieving students from an original interview sample of 20 students who were selected from an introductory college chemistry course. The pre‐course and post‐course interview responses were examined and compared in detail. This study considers the concepts of ‘probability’ and ‘energy quantization’ to both describe the structure of the threshold of understanding students’ need to negotiate in their construction of the target model of atomic structure. In this respect, this study suggests atomic structure as a possible threshold concept for further study in science. Identifying the nature and structure of the threshold of understanding confronting students, and analyzing the troublesomeness of atomic structure, provides valuable information for understanding student learning difficulties, and insight into how they may be addressed. 相似文献
96.
In this paper, the problem of stability analysis for neural networks with time-varying delays is considered. By the use of a newly augmented Lyapunov functional and some novel techniques, sufficient conditions to guarantee the asymptotic stability of the concerned networks are established in terms of linear matrix inequalities (LMIs). Three numerical examples are given to show the improved stability region of the proposed works. 相似文献
97.
Sunyoung Park Ingu Kang Taryn R. Valencic Yonjoo Cho 《Action Learning: Research and Practice》2013,10(1):4-24
The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in Action Learning: Research and Practice between 2004 and 2012. In this study, we address the following research questions: (a) In what contexts has action learning been used? (b) What are the distinctive features of cases identified? (c) What are the implications for the design of action learning programmes? The results showed that the UK and European countries have most frequently used action learning, and the most dominant purposes for action learning were leadership development, organization development, and professional development. We also elaborated on design considerations and implications for action learning research and practice. 相似文献
98.
Sungok Reina Park Guang-Lea Lee James L. Hoot 《Journal of Early Childhood Teacher Education》2019,40(1):31-43
ABSTRACTThis article describes how early childhood preservice teachers can develop sensitivity toward and confidence in working with children who are homeless through a service learning project. The 14 weeks intervention provided an opportunity for undergraduate early childhood teacher candidates to gain real-life experience working with among the most vulnerable of all children—those who are homeless. Results of this project suggest that through implementing art integrated literacy activities with children in a homeless shelter, teacher candidates alter their deficit views of homelessness and at the same time develop confidence in their ability to work with homeless children and their families. 相似文献
99.
Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students’ practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students’ group writings; interviews with six target students and the teacher; and the researcher’s field notes. The results revealed five salient trends in students’ development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other’s arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students’ writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students’ development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices. 相似文献
100.
Mi-Hwa Park Jeanetta G. Riley Jessica M. Branch 《Journal of Early Childhood Teacher Education》2020,41(2):183-196
ABSTRACTMindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth. However, supporting teacher self-awareness is rarely given much attention in teacher education programs. The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers. This article reports the main findings that emerged from the students’ journals regarding the mindfulness meditation. Reflecting on the findings, this article suggests that educators need to provide meaningful learning experiences and activities, which could help their students develop the personal qualities necessary to teach with high self-confidence. 相似文献