Performance in solving arithmetic problems: a comparison of children with different levels of achievement in mathematics and reading

The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance     

Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland

ABSTRACT

We investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students’ class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students’ science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students’ perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students’ career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students’ perceptions of science classes and their career goals.     

Collaborative Strategic Reading: Findings From Experienced Implementers

Abstract

This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach grades/subjects not eligible for inclusion) in middle schools in Texas and Colorado who participated in the previous year in a study examining the effects of CSR on the reading comprehension outcomes of their students participated in a 2nd-year, new cohort of students. Teachers taught multiple sections of ELA or reading; sections were randomly assigned to a treatment or comparison condition, and any extra classes were assigned to the treatment condition. There were 26 CSR and 22 comparison classes. Teachers were asked to implement CSR in their treatment classes only for approximately two 50-min sessions per week for 18 weeks. Examining the role of fidelity revealed that CSR was more prevalent in treatment classes than the comparison classes and that ELA teachers had significantly less treatment spillover than the Reading teachers. Findings indicate that CSR was associated with a greater effect when implemented in ELA classrooms compared to Reading classrooms.     

Effects of simultaneous auditory feedback on reading accuracy during reading development

Five groups of twelve right-handed male children from the second to the sixth grade with normal reading efficiency were tested under three conditions of simultaneous amplified auditory feedback, binaurally, to the left and to the right ear, on reading aboud two separate classes of words, nouns and nonwords. Lateralized feedback was supposed to shift auditory attention towards the source of input and modify as a consequence, the functionality of the contralateral hemisphere. Right ear feedback improved reading accuracy with respect to the control (binaural) or left ear condition in the first three grades. No effect was observed in the fifth grade whereas in the sixth grade, the condition of left ear feedback improved only the reading of nouns. Changes in reading accuracy are interpreted according to an hypothesis of a decrement of the left hemisphere involvement during the course of reading development. These changes are discussed in relation to Frith's (1985) psycholinguistic model of reading acquisition.     

Beginning reading strategies in children experiencing contrasting teaching methods

Two groups of 4.5–5.5 year old children in their first year at school were examined; one taught by a whole word teaching method and one taught by a mixed whole word and phonological teaching method. The children were given a test to investigate their reading of normal words. The results of this test were subjected to a detailed error analysis and the two groups were examined in order to see if there were differences in the reading strategies they used. No evidence was found counter to the assumption that reading begins with a logographic stage. However, it was found that teaching method was having a significant impact on the reading strategies which the children adopted. In addition it was found that a number of children from the whole school appeared to exhibit letter by letter reading. This suggests that letter by letter dyslexia might in part be an extreme form of a strategy used by normal readers.     

Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers

Aspects of science background knowledge and attitudes toward teaching science were examined among preservice elementary teachers. The results indicated a low level of science knowledge, a negative relationship between science knowledge and attitude toward teaching science, and a marked lack of confidence toward teaching science among the prospective teachers. Some interesting paradoxes were also found. Recommendations concerning preservice preparation, inclusion of academic science coursework, and collaborative efforts between college departments are offered.     

Inference making ability and its relation to comprehension failure in young children

Young children's reading comprehension skill is associated with their ability to draw inferences (Oakhill 1982, 1984). An experiment was conducted to investigate the direction of this relation and to explore possible sources of inferential failure. Three groups of children participated: Same-age skilled and less skilled comprehenders, and a comprehension-age match group. The pattern of performance indicated that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading comprehension ability. Failure to make inferences could not be attributed to lack of relevant general knowledge. Instead, the pattern of errors indicated that differences in reading strategy were the most likely source of these group differences.     

利用网络开展读书活动

充分利用网络开展读书活动,不但是现代图书馆履行社会职能、开展社会教育的需要,更是引领市民尽快进入数字时代、加速图书馆数字化建设、推动城市数字化进程的一种有效的、值得推广的活动形式。     

玩转阅读--高校大学生阅读现状及其对策

随着各种现代信息媒体利用率的上扬，纸质文献的阅读率普遍下降，从长远看，对青少年知识的学习和思维能力的培养将带来负面影响。文章通过对校园阅读现状的分析和开展阅读活动的实践，提出高校图书馆搞活校园阅读的一些看法。     

公共图书馆阅读现状个案分析与思考

调查显示，近年来我国的国民阅读状况持续下滑，而推动公众阅读的发展是公共图书馆的责任之一，本文结合东营市图书馆的实际，指出了公共图书馆在公众阅读方面存在的欠缺，并指出了解决的思路和方法。