The effect of a strategy training on reading comprehension in fourth-grade students

Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension.     

The role of phonological and syntactic awareness in second-language reading: The case of Spanish-speaking learners of French

Spanish-speaking learners of French, aged 9 to 11 years old, were tested after approximately 7months of French instruction to explore the contribution of phonological and syntactic awareness in L2 in 4 components of L2 reading, taking oral competence in L2 andreading in L1 into account. Phonological tasksin L2 better explain decoding. Word recognitionthrough the visual route is best explained bythe corresponding ability in L1. Sentencecomprehension is best explained by oralcompetence in L2, although it is stronglycorrelated with syntactic awareness. Finally,text comprehension is explained by thecorresponding ability in L1, althoughcorrelations with syntactic awareness and oralcompetence are strong. Theoretical implicationsare derived from these findings, and questionsrelative to the subjects' age and level ofbilingualism as well as methodological issuesare discussed.     

The Impact of On-campus Student Growth on First-year Student Engagement and Success

During the past two decades institutions of all types have sought to expand and enhance residential facilities. Institutional focus on scale, configuration, amenities, and academic integration has sought to leverage prior research documenting the multiple and often positive impacts of on-campus residence. Although institutional size has been documented to differentially impact student engagement [Kezar, A. J. (2006). NASPA Journal 43(1): 87–114], few studies, however, have directly explored the effect of residential expansion on student engagement. This study, based on a sample of 731 first-time freshmen explores NSSE results before and after the opening of a residential facility that doubled on-campus living at a single, metropolitan institution. Results indicate limited positive differences after opening, and suggest that structure, in the form of size, does not, in and of itself, contribute significantly to shifting engagement. Additionally, these results suggest an alternative method for using NSSE data in institutional analyses.     

数字化校园建设与提高高校管理工作效率

数字化校园是未来高校发展趋势,它不仅引发了教学方式的变革,也对管理工作产生了重要影响。针对高校数字化建设的发展和应用引发的管理工作上的一些问题,应采取应对措施加以解决。     

中重度弱智儿童阅读教学的好方法──图形提示消退法

本文指出了中重度弱智儿童学习实用性词汇的重要性，介绍了图形提示消退教学法的概念及其作用，阐述了在中重度弱智儿童阅读教学中采用此法的优越性，以及教学材料的准备方式、方法、原则及实施此法的基本步骤。这有利于临床工作者借鉴。     

大学学校文化及其对教师的影响——中英比较对我们的启示

学校文化及其对教师职业能力的影响越来越多地引起欧美学者的兴趣和关注，成为西方教育研究中的一个重要课题。通过比较分析中英大学教师对大学学校文化的感悟．可以发现中英教师对大学运作和管理方面认知的异同，这将为中国大学管理和发展带来有益的启示。     

Differential prognosis of reading-disabled children as a function of gender,socieconomic status,IQ, and severity: A longitudinal study

Data from 104 reading-disabled subjects tested on two occasions over an average interval of nearly five years were used to test hypotheses of differential prognosis for reading performance and symbol-processing speed as a function of gender, socioeconomic status, general intelligence, and initial severity. With respect to reading performance, significant main effects due to intelligence and severity were found. Moreover, the interaction between initial severity and test occasion was significant for reading performance due to a greater rate of improvement for the more severely disabled subjects. No evidence was obtained, however, for differential developmental rates as a unction of gender, socioeconomic status, or intelligence for this measure. With regard to symbol-processing speed, significant main effects were found due to gender, intelligence, and severity, whereas developmental rates were found to differ as a function of gender and socioeconomic status.     

论高校校园体育文化

通过对高校校园体育文化含义、结构、功能的分析论述,加深对高校校园体育文化名词内涵的认识,摆正高校体育的地位.同时,指出构建高校校园体育文化的内容、措施,以及制约校园体育文化发展的主要因素.     

利用远程教育资源创新校园文化建设

校园文化是学校的“软”环境良好的校园文化对学校的发展、学生的发展以及教师的发展、校区精神文明的建设都将起到积极的推动作用。远程教育资源作为一种重要的资源，对群体心理与气氛、组织心理与气氛等“软”环境的创设亦可起到积极的推动作用对包括其中的校园文化建设，特别是对校园文化的氛围的形成尤能起到积极的作用。     

从民族交往看世界历史的演进

没有一个民族不是借助外来民族文化丰富自己民族的文化，进而促进传统文化的不断前进的。族内交往与族际的整合涵盖了民族交往的全部领域，而民族交往和整个人类历史的演进是同步的。因此，考察民族交往(特别是族际交往)的历史，就不难发现世界历史的演进规律。