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Kelly LP 《Journal of deaf studies and deaf education》2003,8(2):171-186
Low reading comprehension persists among deaf readers, and recent research indicates that low automaticity in recognizing words and parsing sentence patterns is a significant source of the difficulty. When a learner does manage to gain an insight about some aspect of printed English, there may be limited impact on comprehension until the new knowledge can be applied fluently because the multiple cognitive demands of reading call for completing basic linguistic operations with a minimum of conscious effort. The research literature agrees that the route to improved automaticity is effective practice, and, thus, practice is also a likely route to increased comprehension. This article presents considerations to guide the design of practice for deaf readers. Certain of these notions are relatively applied in nature and may shape practice activities directly, for example, the discussion of research-based guidelines for tailoring the sequence and composition of practice items. Other parts of the discussion, such as those related to word recognition, are more theoretical than directive, and they imply research hypotheses that can and should be tested empirically. A principal point of this article is that without appreciable improvements in practice, the reading of many deaf students will remain largely unimproved. 相似文献
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Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
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The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004 相似文献
15.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
16.
Evaluating electronic resources: Personal Development Planning resources at the Open University,a case study 总被引:1,自引:1,他引:0
This paper discusses the evaluation of Web‐based tools to support Personal Development Planning (PDP) in order to illustrate issues associated with the introduction and assessment of the effectiveness of online resources. The aims of the evaluation were based on concerns about the very complex situation that offering online resources including PDP poses for part‐time off‐campus students. In this paper the authors utilize a modified RUFDATA framework (Saunders, 2000) and consider the benefits a range of methods, including surveys and observational studies, can offer evaluations of electronic resources. They found that students used and valued some aspects of the provision but that even with best efforts of instructional designers, and user testing at the draft stage, students do not always behave as intended. This evaluation highlighted the need for a range of strategies for evaluating online resources and that regardless of student attitude there are real worries about eLearning imposing extra workload burdens on ‘time poor’ adults. 相似文献
17.
Kelly Wissman 《Children‘s Literature in Education》2007,38(1):17-34
This article explores how Sandra Cisneros alludes to and recasts popular fairy tales in The House on Mango Street to reveal their troubled legacy in the lives of many women in the novel. Drawing upon Latina feminist theory and Cisneros’s
autobiographical writing, this article posits that the main character Esperanza’s alternative “happily ever after” comes through
locating the vocation of writing as the fulcrum for self-definition and social change. It is suggested that feminist literary
criticism can be enhanced through analysis of heroines from diverse cultural backgrounds and theoretical frameworks attuned
to racial and ethnic diversity.
相似文献
Kelly WissmanEmail: |
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Irish science education is aiming to develop post-primary students’ knowledge of and about science through the introduction of ‘nature of science’ (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers’ views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers’ understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed. 相似文献