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Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung David Wai-ock Chan Kevin Kien-hoa Chung Hui Luan Lap-yan Lo Wendy Suet-yee Lau 《Reading and writing》2012,25(3):679-699
The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two
Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills
at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective
usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence
reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills
in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension
in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed. 相似文献
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David W. Chan Connie S.-H. Ho Kevin K. H. Chung Suk-man Tsang Suk-han Lee 《International Journal of Disability, Development & Education》2012,59(2):173-196
The authors report on the development of a brief dyslexia screening measure based on revising the 65-item Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing. Teachers’ ratings of 1063 primary students aged 6–14 years on the behaviour checklist provided data for its psychometric evaluation using traditional measurement and Rasch measurement model analyses. Rasch scaling suggested that the revised 36-item checklist could be regarded as a unidimensional scale that assesses global dyslexic dysfunction, and receiver operating characteristics analysis suggested that a score of 18 could be an optimal cut-off score when it is used as a dyslexia screening measure. The validity of this revised checklist was supported by its substantial and significant correlations with external measures of literacy and cognitive skills. Implications of the findings for the use of adaptive testing to provide an effective procedure for screening are discussed. 相似文献
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Barbara L. Buchko Connie H. Gutshall Elizabeth T. Jordan 《The Journal of perinatal education》2012,21(4):238-247
The purpose of this study was to investigate the implementation of an evidence-based, streamlined, education process (comprehensive education booklet, individualized education plan, and integration of education into the clinical pathway) and nurse education to improve the quality and efficiency of postpartum education during hospitalization. A one-group pretest–posttest design was used to measure the quality of discharge teaching for new mothers and efficiency of the education process for registered nurses before and after implementation of an intervention. Results indicated that a comprehensive educational booklet and enhanced documentation can improve efficiency in the patient education process for nurses. 相似文献
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Robert M. Schwartz Angela Hobsbaum Connie Briggs Janet Scull 《International Journal of Disability, Development & Education》2009,56(1):5-15
Reynolds and Wheldall reviewed research relating to Reading Recovery (RR) and concluded that “RR has provided an excellent model in demonstrating how to plan, promote, and implement an intervention across an educational system and how to design a professional development programme” (2007, p. 218). They balanced this praise with concerns about the research base for RR, its effectiveness for the lowest‐performing first‐grade students, long‐term change in literacy achievement for RR students and RR’s cost‐effectiveness. This response aims to address these concerns by discussing four central issues of evidence‐based practice from their review: evidence of effectiveness; sustained gains; programme evaluation data from a response to intervention perspective; and cost‐effectiveness versus cost‐benefit. 相似文献