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学习障碍儿童的写作表现与教学策略研究述评 总被引：1，自引：0，他引：1
具有写作困难的学习障碍儿童在所有学习障碍儿童中占据最高的比例,是学校教育中值得关注的群体.本文从写作认知过程、写作动机过程以及写作结果几个方面对学习障碍儿童的写作表现进行了分析,并基于写作干预研究的成果对学习障碍儿童的写作教学处置进行述评. 相似文献
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写作是一项复杂的认知加工过程,在学习障碍群体中．写作障碍所占的比例很大。本文从写作心理过程的研究出发．描述了写作障碍的主要特征和心理机制,结合一种行之有效的写作教学模式——自我调控策略发展模型（SRSD）,来探讨如何提高学习障碍儿童的写作能力,希望可以为写作障碍学生的作文教学提供借鉴。 相似文献
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听觉障碍儿童的家庭应对和以家庭为中心的早期干预 总被引：1，自引：0，他引：1
儿童的听觉障碍不仅是儿童的,也是家庭的,它会影响家庭所有的成员和家庭生活的各个方面.本文本着支持儿童必须从支持家庭开始的理念,综述了西方国家近年来有关听觉障碍儿童家庭应对以及以家庭为中心早期干预的研究和研究结果,总结了家庭应对儿童听觉障碍的困难、策略,介绍了以家庭为中心早期干预的主要特点,旨在从理论上和实践上对我国听觉障碍儿童的早期干预和家庭支持提供一些借鉴. 相似文献
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儿童创伤后应激障碍的症状表现与干预策略 总被引：5，自引：0，他引：5
创伤后应激障碍对儿童的身心发展影响深远。本文介绍了创伤后应激障碍在儿童中的发生率、症状表现、干预策略。在此基础上,提出了今后研究的方向。 相似文献
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学习障碍是一个比较新的、越来越受到关注的领域。近年来,我国开始重视学习障碍儿童的干预训练,从单一的采用某种干预模式到综合利用多种干预技术,在全纳中重视个别化教育的指导,加强学校教育和家庭教育的配合,对学习障碍儿童的干预训练提出了一些以后发展的方向。 相似文献
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听障伴孤独症特质儿童存在社会沟通与交往障碍,且相对单一障碍类型表现得更为突出。研究发现,在评估方面,当前主要参照孤独症及儿童发育评估的一些工具,将直接和间接评估相结合,对听障伴孤独症特质儿童的非语言线索、语言能力进行评估。在干预方面,目前主要使用图片交换沟通系统、辅助沟通系统等直接干预策略,以及对儿童进行行为干预、对儿童父母进行相关培训等间接策略提高该类儿童的社会沟通与交往能力。基于以上研究,可通过动态调整教育安置、灵活运用优势感觉通道、综合干预、多学科干预等方式对该类儿童进行干预。 相似文献
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A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarten Children Through the Writing Process 总被引：1，自引：0，他引：1
Geralyn M. Jacobs 《Early Childhood Education Journal》2004,32(1):17-23
This study investigated the presence and growth of kindergarten children's metacognition as they engaged in the writing process. The study was conducted in an environment that surrounded children with books, language, and print. Twice a month the teacher/researcher interviewed the children as they finished writing, asking questions designed to help them reflect on their thinking and strategies they used in their writing. Anecdotal records, observations, and individual writing folders were used to complete a checklist of writing strategies for each child. Interviews with the children confirmed that they were exhibiting and showing growth in their metacognition. They were able to provide appropriate answers to questions that required them to talk about their thinking and identify strategies that helped them in their writing. The study provides a model that could be used in classrooms to help children in the development of their growing metacognition and writing in an authentic learning environment. 相似文献
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Liz Chamberlain 《Literacy》2019,53(1):39-45
This paper examines the nature of the out‐of‐school writing practices of three primary‐aged children aged 9–10. In particular, it explores the writing these children chose to undertake at home including ‘for school’ writing, completed at home. The study's findings reveal the ways in which these three, developing young writers engage and interact with writing and how this differs to writing for school, completed at home. To better understand the implications of national surveys that reveal a causal relationship between writing for enjoyment and positive writing attainment this research sought to expose the range and versatility of the children's home and volitional writing practices. The children in this case study were not selected because they were writers but merely that they engaged with writing away from school. The study employs an ecological paradigm (Bronfenbrenner, 1979 ) to explore the participation and interaction of the children with their writing practices within the complex environment of home. The paper makes the case for teachers to be more curious about the private worlds of out‐of‐school text creation to better appreciate the provenance of home writing events and artefacts. 相似文献
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With the adoption of the English Language Arts Common Core State Standards, writing has become an increasingly important area of instruction. Moreover, there has been an increased sophistication in the types of writing required of young children and the use of textual evidence expected in student writing. Historically, children have not been routinely taught explicit strategies for writing, but have been exposed to less rigid writing instruction such as Writer's Workshop. The current study examined an explicit writing strategy, the Read-to-Write Strategy, to determine its effectiveness in teaching young children how to write sequential text. A single subject design (N = 40) was used to compare the writing of second graders before and after instruction. Results indicated that the Read-to-Write Strategy significantly increased the quality of sequential text from the pre- to post-instruction with a large effect size reported. Implications and recommendations for educators and researchers are provided. 相似文献
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Students' use of writing strategies and their English writing achievements in Taiwan 总被引：1，自引：0，他引：1
Shih-Chieh Chien 《Asia Pacific Journal of Education》2012,32(1):93-112
The purpose of this study was to explore the role of students' use of writing strategies in light of their English writing achievements in Taiwan. This research used a cognitive approach to examine the process of writing. Forty student writers (including 20 low and 20 high achievers) in Taiwan participated in this study. Strategies used for writing by high and low achievers as revealed by a concurrent think-aloud protocol and immediate retrospective interviews with students were investigated, analysed, and compared. Results indicated that compared to low-achieving student writers, high-achieving student writers were more aware of and focused more on formulating their position statement in planning, generating text, and revising and editing their text, such as changing the meaning and fixing grammatical and spelling errors during their review. The findings are discussed in light of writing strategies and implications for writing pedagogy and teacher education. 相似文献
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在大学英语四级考试新题型背景下,写作成为整个考试中的一个相当重要的部分,写作能力的高低往往决定四级考试的成败。为提高大学英语四级考试写作能力,文章提出以下几个对策,包括背诵与默写一定数量的四级写作范文;明确体裁和对应写作方法;抓住关键句并搜集信息组篇;润色和修改。 相似文献
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谭晓春 《湖南第一师范学报》2010,10(6):61-66,109
大学英语写作动机、写作策略与写作成绩的相关分析和路径分析的结果表明：学生的英语写作成绩与写作动机、写作策略的三大维度,即元认知策略、认知策略和社会/情感策略,都具有显著的线性相关;在英语写作策略中,元认知策略对写作成绩的影响最大;写作动机不仅对写作策略有直接影响,而且还通过写作策略对写作成绩产生间接影响。 相似文献
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Nagore González-Martín Paz Suárez-Coalla Olivia Afonso Fernando Cuetos 《Infancia y Aprendizaje》2017,40(1):88-119
Several studies performed on deep orthography systems reveal variables that influence writing latencies that occur over the course of learning. In transparent orthographies such as Spanish there are very few studies on writing that measure latencies and duration. The aim of this present study was to take a more in-depth look at knowledge of the writing mechanisms used by Spanish children in primary education, by studying the errors, latencies and duration of the writing of words. To do this, sixty children performed a copying task and a dictation task with regular words of different frequency and length. The obtained results show changes in the writing mechanisms used by the children as they became more expert, as indicated by the greater effect of word length in the first years of primary. This word length effect is a more determining factor with regard to the number of letters in words than for the number of syllables. These results hold important implications for the teaching of writing in Spanish. 相似文献
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Michelle M. Neumann 《Early Years: An International Journal of Research and Development》2010,30(1):79-94
Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter’s alphabet letter shaping, word and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole‐arm movements to form letter shapes in the air. Writing samples and examples of parent–child interactions were collected at three to four years of age and are described within the framework of Gentry’s writing stages. The joint writing techniques and activities illustrated in this case study emphasise the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children. 相似文献
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The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents’ mediation characteristics and children’s early literacy skills. Each of 62 parent‐child dyads (32 with ADHD) was videotaped at home while writing words. Videotapes were transcribed and analysed for mediation (specific writing task measures, emotional measures typical of problem‐solving tasks, and general measures of interactions). Children’s early literacy (word writing, letter knowledge and phonological awareness) was assessed at home. Results showed that children with ADHD already exhibited lower literacy achievements at ages five to six compared to their peers without ADHD. Parents of children with ADHD scored lower than parents of children without ADHD on the writing‐specific, emotional and general mediation measures. In both groups, the specific writing mediation measures correlated significantly with children’s early literacy. More emotional mediation measures correlated significantly with children’s early literacy in the ADHD than in the non‐ADHD group. Discussion focused on parent‐child writing interactions as a context of early literacy development among young children with ADHD. 相似文献
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This paper reports a study on children's classroom-based collaborative creative writing. Based on socio-cultural theory, the central aim of the research was to contribute to current understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing. The study drew on longitudinal observations of ongoing classroom activities in year 3 and year 4 classrooms, working with 24 children (12 pairs) aged 7–9 in England. The pairs’ collaborative creative writing sessions were observed and recorded using video and audio equipment in the literacy classroom and in the ICT suite with 2–4 recordings per pair. A functional model was developed to analyse cognitive processes associated with creative text composition (engagement and reflection) via the in-depth study of collaborative discourse. Based on the analysis of paired talk, the study has identified discourse patterns and collaborative strategies which facilitate sharedness and thus support joint creative writing activities. A key finding was the centrality of emotions in the observed creative writing sessions. This paper discusses the role of emotion-driven thinking in phases of shared engagement. The study has implications for creativity research and pedagogy, revealing the special features of shared creative thinking. It also contributes to the current methodological debate about how best to analyse collaborative discourse, highlighting the need to explore the generalisability and domain specificity of existing characterisations of productive groupwork. 相似文献