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101.
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Chayna J. Davis Valerie S. Knopik Richard K. Olson Sally J. Wadsworth John C. DeFries 《Annals of dyslexia》2001,51(1):231-247
The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by
fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited
reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities
Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated
that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that
of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared
environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range
samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and
RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance
and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results
support previous findings that the best predictors of reading skills may differ for samples of children with normal reading
levels and those with reading difficulties. 相似文献
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Marcone Stephen Reigeluth Charles M. 《Educational technology research and development : ETR & D》1988,36(1):23-32
This study investigated whether or not the teaching of matched examples and nonexamples in the form of common errors would
improve student performance in applying a procedure to previously unencountered instances, and whether the common errors would
be most beneficial in generality form, in example form, or in both forms. Participants were 141 first-year music students,
who were randomly assigned to four groups and given the task to learn a procedure that was presented in a self-contained booklet.
A pretest-posttest experimental design was used, with a prerequisite test given as a screening device. The two independent
variables were the absence and presence of the common errors in the generality form and in the example form (2 x 2 factorial
design). Results indicated that the teaching of common errors in the generality form significantly improved learning a procedure
at the application level of behavior. 相似文献
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Recent research has examined the role of vocational-technical training in facilitating the transition from school to work of adolescents with learning disabilities. The present study provided 6-, 12-, and 24-month follow-up data on such students who had attended vocational-technical programs. Matched groups of students without disabilities from vocational-technical programs, as well as randomly selected students without disabilities from regular high schools, were also included for comparisons. Results of the study raised several questions about the value and purpose of vocational-technical training for adolescents with learning disabilities. 相似文献
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