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71.
An intervention study was conducted toinvestigate whether children with Down syndrome(DS) would benefit from an `analytic' approachto reading instruction, which encompassedexplicit training in phonological awareness.Participants were seven English-speakingchildren with DS aged 8;6 (years;months) to11;1, who demonstrated little or nononword-reading ability prior to intervention.The children received weekly instruction (forsix weeks) in reading aloud 30 regularly speltmonosyllables (e.g., ten, bake) using an`analytic' approach, in which words werelearned by combining onsets with rimes (fourchildren), or a `whole-word' approach (threechildren). Participants' oral reading wasassessed pre- and post-intervention using areading test comprising the 30 trained wordsand 30 untrained (generalisation) words. Mostchildren (six out of seven) read more trainingwords correctly after intervention than before,with significant improvement shown by fourchildren (two trained analytically, and twotrained with whole words). More importantly,reading of generalisation words improvedsignificantly in only three children, all ofwhom had received analytic training. It wasconcluded that children with DS benefit from ananalytic approach to reading instruction, eventhough their auditory-verbal memory (assessedusing digit span) is poor. 相似文献
72.
E. Mark Mahone Teresa L. Miller Christine W. Koth Stewart H. Mostofsky Melissa C. Goldberg Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340
Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003. 相似文献
73.
One hundred thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine if they had self-disclosed their LD to their current employer and to provide the reasons for choosing to self-disclose or not to self-disclose. Based on a response rate of 67.4% (n = 89), the results indicated that 86.5% of the respondents were employed full time. Although nearly 90% of the respondents stated that their LD affected their work in some way, only 30.3% self-disclosed to their employer. Of those who had not self-disclosed, the majority reported that there was no reason or need to self-disclose. However, 46.1% reported not self-disclosing due to fear of a potentially negative impact in the workplace or due to a concern for job security. Specific rationales for disclosure and information related to the use of self-reported accommodations and strategies are presented. 相似文献
74.
María Luisa Sanz de Acedo Lizarraga María Teresa Sanz de Acedo Baquedano Oscar Ardaiz Villanueva 《Thinking Skills and Creativity》2012,7(3):271-279
The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of executive functions. Third, we propose a model for comparing or mapping between the most important processes of both constructs. Fourth, we offer some conclusions on the relational path between the two concepts based on the studies reviewed and suggest possible lines of investigation that will undoubtedly facilitate the understanding of shared features and key differences between critical thinking and executive functions. 相似文献
75.
Teresa Cerratto-Pargman Sanna M. Järvelä Marcelo Milrad 《The Internet and Higher Education》2012,15(4):227-230
The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled “Designing Nordic technology-enhanced learning (TEL)”, presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning.The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries. 相似文献
76.
Teresa L. McElhinny Michael J. Dougherty Bethany V. Bowling Julie C. Libarkin 《Science & Education》2014,23(2):445-464
We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change. 相似文献
77.
Bianca Anderson Marisol Florén-Romero Julienne E. Grant Jootaek Lee Lyonette Louis-Jacques Teresa M. Miguel-Stearns 《Legal Reference Services Quarterly》2013,32(1):18-76
ABSTRACTCarrying out effective and efficient research on Mexican law presents special challenges. Some of these are structural because they condition the entire research process. This guide covers all aspects of Mexican legal research, providing a contextualized overview of the subject. The guide is organized into three main sections: Primary Sources, Secondary Sources, and Online Resources. The reader of this guide will gain a solid foundation in how to do research on Mexican law. 相似文献
78.
Priscilla L. Stephenson Teresa R. Coady Janet M. Schneider Dorothy P. Sinha 《Medical reference services quarterly》2013,32(2):219-224
E-readers provide an opportunity for hospital librarians to reach out to staff and patients with new approaches to library lending. Librarians in four Veterans Health Administration medical centers are using e-readers to enlarge their scope of service in unique ways. The libraries of VA hospitals in Minneapolis, Des Moines, Tampa, and Philadelphia have developed several ways to reach out to new library users. 相似文献
79.
80.
M. Teresa Ibáñez‐Orcajo 《International Journal of Science Education》2013,35(6):747-769
Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth‐level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem‐solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift. 相似文献