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981.
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related
subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and
controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent
contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding
explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were
divided into two subgroups based on high (ORTH+) and low levels (ORTH−) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading
and spelling but the ORTH+ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there
were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There
were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH+ subgroup outperformed ORTH− on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words
or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading.
This supports the view that the ORTH+ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups
in reading experience. Our data, therefore, support the PCVOD model.
相似文献
Judith BekebredeEmail: |
982.
Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents ( M = 16.37 years, SD = 0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval. Multigroup path analyses indicated that greater closeness to parents is associated with more disclosure for all youth and activities; associations between family obligation and disclosure varied by domain and ethnicity. 相似文献
983.
Going Public: Teaching Students to Speak Out in Public Contexts 总被引:1,自引:0,他引:1
Judith Baxter 《English in Education》2000,34(2):26-34
Many students find speaking in large group, whole class or ‘public’ contexts intimidating. Over the last 30 years, a model of collaborative talk in small groups has been favoured within English teaching in British education but, with the new generation of GCSE syllabuses, students are required to speak effectively to larger audiences. This article explores what constitutes an effective ‘public’ speaker at GCSE level, and suggests various teaching strategies as starting points. 相似文献
984.
This paper describes general curriculum design principles and specific software design implementations resulting from an ongoing collaboration between software designers and programmers, researchers, and a classroom teacher and his students. Research and observations in the classroom setting led to both the emergence of useful learning principles as well as the design of a specific piece of software, E-LabBook. The paper traces the development of the software in the context of the principles that emerged during the design process. 相似文献
985.
From an ecological perspective, the inclusion of children in school-age child care (SACC) requires collaboration among policy
makers, educators, parents, and child care providers. Both typically and atypically developing children benefit from inclusive
programs, yet they pose challenges for care-givers primarily due to lack of training, resources, and identification of successful
inclusive program components. The process of successful SACC inclusion should be at the forefront of human service and research
agendas. 相似文献
986.
The aims of this study were to compare the physiological and anthropometric characteristics of successful mountain bikers and professional road cyclists and to re-examine the power-to-weight characteristics of internationally competitive mountain bikers. Internationally competitive cyclists (seven mountain bikers and seven road cyclists) completed the following tests: anthropometric measurements, an incremental cycle ergometer test and a 30 min laboratory time-trial. The mountain bikers were lighter (65.3+/-6.5 vs 74.7+/-3.8 kg, P= 0.01; mean +/- s) and leaner than the road cyclists (sum of seven skinfolds: 33.9+/-5.7 vs 44.5+/-10.8 mm, P = 0.04). The mountain bikers produced higher power outputs relative to body mass at maximal exercise (6.3+/-0.5 vs 5.8+/-0.3 W x kg(-1), P= 0.03), at the lactate threshold (5.2+/-0.6 vs 4.7+/-0.3 W x kg(-1), P= 0.048) and during the 30 min time-trial (5.5+/-0.5 vs 4.9+/-0.3 W x kg(-1), P = 0.02). Similarly, peak oxygen uptake relative tobody mass was higher in the mountain bikers (78.3+/-4.4 vs 73.0+/-3.4 ml x kg(-1) x min(-1), P = 0.03). The results indicate that high power-to-weight characteristics are important for success in mountain biking. The mountain bikers possessed similar anthropometric and physiological characteristics to previously studied road cycling uphill specialists. 相似文献
987.
The goals of Child Development's new From Another Perspective format are discussed, and an overview of the content of the inaugural From Another Perspective collection on child care effects is provided. The two lead articles suggest, respectively, that long hours in child care are related to children's later behavior problems and that child care may be physiologically challenging for young children. Commentaries focus on the need to examine a range of additional factors before drawing definitive conclusions about cause and effect. Among the issues discussed in the commentaries are the need to account for context, individual differences among children, and methodological challenges. The introductory editorial also overviews policy implications and directions for future research. 相似文献
988.
989.
The Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM) concentrates on systemic changes occurring in child care organizations where the director builds caring, consistent relationships with the total system and empowers the staff and others through leadership. The model recognizes the importance of focusing on system changes by the organization's director. Leadership qualities related to concepts used in business organizations are included in the training. A mentoring program will help the director focus on his or her leadership capabilities in moving the organization to change. An important collaboration component of the model is working with inclusion of children with special needs. Included in the model are: collaboration components, systemic change, director leadership role, business model related to child care, mentoring, and inclusion of children with special needs. 相似文献
990.