Developing phonological awareness and word recognition skills: A two-year intervention with low-income,inner-city children

Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.     

The effects of first language orthographic features on word recognition processing in English as a second language

This study investigated the possible effects of first language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Case alternation was used to examine the impact of visually distorted words of different types on fluent ESL readers' word recognition in naming. Visual distortion of word shape (i.e., cAsE aLtErNaTiOn) was utilized because, although visually distorted words have lost word-shape cues, they preserve the cue value of words (i.e., spelling patterns). It, therefore, was hypothesized that if one is sensitive to alphabetic orthography, or if one's inner mechanism of processing an alphabetic word is efficient, then the visual disruption of word-shape cues should not affect one's sensitivity to sequences of letters in words. In other words, this study focused on the magnitude of the effect of case alternation in word recognition as an index of the sensitivity to alphabetic words. Results showed that the magnitude of the case alternation effect in a naming task was significantly larger for the ESL participants whose L1 is not alphabetic (i.e., Chinese and Japanese) than the ESL participants whose L1 is alphabetic (i.e., Iranians -- Persian as L1). This result seems to indicate that the Persian speakers, due to the facilitating influence of their L1 orthography, were less influenced by case alternation than the Chinese and Japanese speakers, whose L1 orthographies are not alphabetic. This finding suggests that the first language orthographic features affect the orthographic coding mechanisms (i.e., word recognition mechanisms) in a second language.     

不要误读“高校学科排行榜”

今年年初,教育部学位与研究生教育发展中心发布了“2012 年全国391 所高校学科排行榜”,对于这一排行榜,社会普遍存在两方面误读。本文对这一学科评估的性质和排名结果进行了分析,并指出只有政府退出行政评价,回归本位,把办学自主权交给大学,把评价权交给社会专业机构,我国的高校才能走出特色办学之路。     

Word VBA辅助标准编写工作的研究

标准编写工作涉及大量文本格式的编排工作,通过WordVBA编程可实现标准编写工作的自动化,提高工作效率。依据标准编写要求,编程实现了标准编写工作的"一键式"快速设置各类段落样式,快速生成标准封面、目次、公式题注、正文脚注等工作,极大方便了标准编写工作。     

A working memory model applied to mathematical word problem solving

The main objective of this study is (a) to explore the relationship among cognitive style (field dependence/independence), working memory, and mathematics anxiety and (b) to examine their effects on students’ mathematics problem solving. A sample of 161 school girls (13–14 years old) were tested on (1) the Witkin’s cognitive style (Group Embedded Figure Test) and (2) Digit Span Backwards Test, with two mathematics exams. Results obtained indicate that the effect of field dependency, working memory, and mathematics anxiety on students' mathematical word problem solving was significant. Moreover, the correlation among working memory capacity, cognitive style, and students’ mathematics anxiety was significant. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning.     

中日同形词的比较研究

同形词的学习在日语的词汇学习中占有重要的地位,其既同又异的特性往往使学习者出现误用。本文试图从同形词常见的误用类型出发,对同形词差异产生的原因及在学习中如何对待同形词进行探讨。     

实现从电子稿到期刊印刷版和网络版的编排校一体化

探索了以编辑为主体的新型编排校一体化方法.结果表明:编辑人员使用Word为排版编辑软件,配合使用其他计算机应用技术,可以实现科技期刊的编排校一体化,高效率地完成高质量的印前文件和网络版文件.     

英语中希腊语词根和词缀分析

本文以实例分析和探讨了英语中的希腊语词根、前缀和后缀,指出这些词根和词缀为丰富英语词汇起到了重要的作用。     

基于批量处理构建查收查引报告工作流程

[目的/意义]针对近年来图书馆查收查引报告需求逐年增加,自动化检索系统容易出现数据质量问题,传统手工操作费时费力的现状,提出了一个新的查收查引报告工作流程,以便图书馆更好地开展查收查引服务,提高服务效率和质量。[方法/过程]将生产运营管理学中的顺序移动法引入查收查引工作中,结合批量处理策略,重新构建查收查引报告工作流程。[结果/结论]该流程综合利用图书馆现有软件资源——Word、Excel和文献管理软件,发挥各软件之长,实现批量检索、批量编辑字段、快速插入引证文献。这大大减少了检索人员的重复性劳动,保障数据的准确性,为查收查引服务的研究与实践提供有益参考。     

《为了一句话》的经典化叙事艺术刍议

电视剧《为了一句话》根据刘震云的长篇小说《一句顶一万句》改编而成,《为了一句话》沉着地叙述老故事,不事张扬,着力在电视文本、表达方式和影像、声音、音乐、色彩等电视语言上下功夫,表达了世道的艰难,生活的不易。该剧叙事平静,格调沉郁,手法冷峻,精神深邃,故事演进虽平静如流水,但静中暗流涌动,让人进入便欲罢不能,堪称经典。