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Christelle Nithart Elisabeth Demont Marie‐Noëlle Metz‐Lutz Steve Majerus Martine Poncelet Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition. 相似文献
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Objective
This study investigated the long-term effects of exposure to intimate partner violence in the home on adolescent violence and drug use and gender differences in these relationships. Although the general relationship between exposure to IPV and negative outcomes for youth has been demonstrated in past research, gender differences in the effects of IPV on adolescents have been rarely assessed using longitudinal data.Methods
Longitudinal data was obtained from 1,315 adolescents and their primary caregivers participating in the Project on Human Development in Chicago Neighborhoods (PHDCN). The sample was 51% female and ethnically diverse (45% Hispanic, 37% African-American, and 14% Caucasian). Two waves of data were assessed to examine the effects of exposure to IPV, reported by caregivers when their children were aged 12 and 15, on violence and drug use, reported by adolescents 3 years later. Multivariate statistical models were employed to control for a range of child, parent, family, and neighborhood risk factors.Results
Exposure to IPV did not significantly predict subsequent violence among males or females in multivariate analyses. IPV exposure was significantly related to the frequency of drug use for females but did not predict drug use among males. This gender difference was not statistically significant, however, which suggests more similarities than differences in the relationship between exposure to IPV and subsequent violence and drug use.Conclusions
This study supports prior research indicating that exposure to IPV can negatively impact adolescent development, but it suggests that these effects may be more likely to influence some outcomes (e.g., drug use) than others (e.g., interpersonal violence). The findings also emphasize the need for additional research examining the overall impact of IPV on adolescent problem behaviors and gender differences in these relationships, including longitudinal studies and investigations that control for a range of other important predictors. A better understanding of these relationships can help inform intervention efforts aimed at ensuring that adolescents living in violent households receive timely and appropriate services to help prevent the occurrence of future problem behaviors. 相似文献76.
The effectiveness of university knowledge spillovers: Performance differences between university spinoffs and corporate spinoffs 总被引:2,自引:0,他引:2
While much prior research has focused upon how the Technology Transfer Offices (TTOs) and other contextual characteristics shape the level of university spinoffs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spinoffs exist to date. In this paper we focus on an important but neglected aspect of knowledge transfer from academic research involving the indirect flow to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spinoffs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. We argue that the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that the average performance of CSOs will be higher than comparable USOs, but the gains from founder‘s prior experiences will be relatively higher among USOs whose founders lack the corporate context. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002. 相似文献
77.
Alberto Paucar-Caceres Gillian Wright 《International Journal of Information Management》2011,31(6):593-598
We propose a framework to reflect on the development of four information systems (IS) paradigms, arguing that this field has followed a similar path to that of Management Sciences (MS). The framework comprises four IS paradigms/discourses: (1) positivist/normative; (2) soft/interpretive; (3) critical/pluralistic; and (4) constructivist/2nd order cybernetics. The paper characterizes these approaches to IS by using four key terms: System; Organisation; Management and Information, exploring the way these concepts are perceived through the lens of the four paradigms. The paper reports on the nature of current IS trends, from an initial survey of six top IS journals identifying articles adhering to the interpretive, critical and constructivist paradigms published between 1999 and 2009. Results indicate that IS is moving towards research practice in which interpretive, critical and constructivist discourses are utilised. Implications of the proposed framework and publication trends, together with some points for further research, are offered. 相似文献
78.
The aim of this study was to examine the effectiveness of either a standard care programme (n = 9) or a 12-week supported exercise programme (n = 10) on glycaemic control, β-cell responsiveness, insulin resistance, and lipid profiles in newly diagnosed Type 2 diabetes patients. The standard care programme consisted of advice to exercise at moderate to high intensity for 30 min five times a week; the supported exercise programme consisted of three 60-min supported plus two unsupported exercise sessions per week. Between-group analyses demonstrated a difference for changes in low-density lipoprotein cholesterol only (standard care programme 0.01 mmol · L(-1), supported exercise programme -0.6 mmol · L(-1); P = 0.04). Following the standard care programme, within-group analyses demonstrated a significant reduction in waist circumference, whereas following the supported exercise programme there were reductions in glycosylated haemoglobin (6.4 vs. 6.0%; P = 0.007), waist circumference (101.4 vs. 97.2 cm; P = 0.021), body mass (91.7 vs. 87.9 kg; P = 0.007), body mass index (30.0 vs. 28.7 kg · m(-2); P = 0.006), total cholesterol (5.3 vs. 4.6 mmol · L(-1); P = 0.046), low-density lipoprotein cholesterol (3.2 vs. 2.6 mmol · L(-1); P = 0.028), fasting β-cell responsiveness (11.5 × 10(-9) vs. 7.0 × 10(-9) pmol · kg(-1) · min(-1); P = 0.009), and insulin resistance (3.0 vs. 2.1; P = 0.049). The supported exercise programme improved glycaemic control through enhanced β-cell function associated with decreased insulin resistance and improved lipid profile. This research highlights the need for research into unsupported and supported exercise programmes to establish more comprehensive lifestyle advice for Type 2 diabetes patients. 相似文献
79.
评估大学教学发展中心的工作效果有助于高等教育质量的改善。本文首先对教师发展工作的相关研究做了文献述评,随后介绍了密歇根大学学习与教学研究中心开发的项目综合评估模型,并结合具体的项目与服务案例展示了该中心如何记录并评估教师的教学发展工作以及如何借助这些评估结果来改善自身实践。文章最后为中国大学教学中心的建设提供了一些建议。 相似文献
80.
Anna H. Hall Michael D. Toland Jennifer Grisham-Brown Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430
The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy. 相似文献