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1.
Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences in brain function between treatment responders and non-responders. Educational testing and brain activation measured after treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding (treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to non-impaired readers.  相似文献   

2.
Abstract

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.  相似文献   

3.
Abstract

?Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a number of important components that compose effective Tier 2 interventions in early reading. The purpose of this study was to test the impact of a Tier 2 intervention with Tier 2 compared to Tier 1 instruction alone using regression discontinuity. A cut score was used to assign first-grade students at risk for reading difficulties to Tier 2 intervention plus Tier 1 instruction. Students who missed the cut score in the control group received Tier 1 instruction only. Students in the treatment group, just below the cut score, made greater gains on the SAT10 total score and the individual subtests than students just above the cut score. Outcomes were not significant on oral reading fluency.  相似文献   

4.
Abstract

The prevalence of children with autism spectrum disorders appears to be on the increase and educators are becoming more aware of their educational and social needs. In particular, many students with high-functioning autism have a deficit in reading comprehension. As a consequence, there is now a greater determination by educators to design the most appropriate reading interventions to address their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction.  相似文献   

5.
In this article, we examine the mental processes and representations that are required of laypersons when learning about science issues from texts. We begin by defining scientific literacy as the ability to understand and critically evaluate scientific content in order to achieve one's goals. We then present 3 challenges of learning from science texts: the intrinsic complexity of science phenomena, the need to coordinate multiple documents of various types, and the rhetorical structure of the texts themselves. Because scientific information focuses on models, theories, explanations, and evidence, we focus on how explanatory and argumentative texts are processed. Then we examine 2 components of executive control in reading—goal-directed guidance and evaluation of content—that readers can acquire and adopt to deal with these challenges. Finally, we discuss 3 implications that these theories and empirical findings have for interventions intended to improve laypersons’ understanding of scientific information.  相似文献   

6.
The studies pertaining to expertise development are diverse and broad (Bjork, 1994; Einstein & McDaniel, 2005; Schneider, Healy, & Bourne, 2002), yet empirical research that bridges expertise development into instructional design theories is still in its very formative stages (Ertmer et al., 2008; Fadde, 2009). This article is intended to identify the instructional principles that are effective in accelerating the performance of journeymen, considering the significant impact of the journeyman stage and the need for hastening performance in that stage. With the introduction to the major scholarly works and principles that have led to the elaboration of training methods, strategies, and materials, this review of literature proposes a learning model that has four components: (1) development plan, (2) action, (3) reflection‐on‐action, and (4) remedies.  相似文献   

7.
Introduction

A Student's Attitude toward his school's atmosphere, facilities, personnel, learning and extracurricular activities significantly affects his motivation, commitment, and satisfaction with the school. Positive school satisfaction has been shown to make the compulsory school day more enjoyable and stimulating for the student (Epstein and McPartland, 1978). Therefore, a major educational concern has become the development of programs and curricula that nurture and maintain student satisfaction (Bloom et al., 1971; Jackson, 1968; Jencks et al., 1972; Krathwohl, 1964; Lortie, 1975). Presumably, enhanced student satisfaction is related to greater commitment and motivation to pursue one's studies. Despite this trend, very few studies have investigated the specific variables related to student attitude toward school. This issue becomes of even greater importance in our Jewish supplementary schools, where the goal of a life-long commitment to Judaism is exchanged for a few hours of educational and spiritual exposure in temple per week.  相似文献   

8.
BackgroundText illustrated by pictures (i.e., multimedia material) is often used to improve learning outcomes. To support learning, it is essential to understand and specify the ongoing cognitive processes when processing illustrated texts.AimsWe focus on three cognitive processes identified when processing non-illustrated texts: activation, integration, and validation. In three experiments, we investigated whether the three processes occur during the processing of illustrated texts and whether the processes differ between illustrated and non-illustrated texts.SamplesExperiment 1 had 170 participants, Experiment 2 had 221 participants, and Experiment 3 had 132 participants.MethodAll experiments used an adapted version of the contradiction paradigm. In Experiments 1 and 2, participants read texts that contained information that was consistent vs. inconsistent with a later sentence (target sentence). It was additionally varied whether a picture illustrated the consistent vs. inconsistent information. In Experiment 3, only the pictures were consistent or inconsistent with the target sentence. We measured reading times for the target sentence and the following sentence (spillover sentence).ResultsIn all three experiments, reading times were significantly longer in the inconsistent than in the consistent conditions. This prolongation of reading times was not affected by the picture in Experiments 1 and 2.ConclusionOur results indicate that activation, integration, and validation processes are similar when processing non-illustrated and illustrated texts (Experiments 1 and 2) and also occur when information is presented across text and picture (Experiment 3). We discuss the implications for the theoretical foundations of multimedia learning.  相似文献   

9.
Abstract

This article introduces the core concepts that emerged from five environmental education action research studies conducted by a group called Learning Communities in Environmental Education, Science and Mathematics (CEAMECIM) from the Universidade Federal do Rio Grande (FURG) in the south of Brazil. The studies focus on teacher education processes in learning communities involving teachers, researchers and environmental educators, and the critical writing and reading texts of classroom recordings to problematise participants’ teaching practices. CEAMECIM used action research cycles to examine narratives of educational action, narratives from teachers concerning their development as environmental educators, and narratives of their development of a sense of belonging, with a particular focus on critiquing social models that are based on hierarchies and individuality. From this analysis, we propose a new perspective on being and learning how to become a learning community, crystallised by the belief that ‘we are more when we are together’.  相似文献   

10.
Recent elaborations on cultural-historical activity theory (CHAT) (Engestr?m et al., eds., Perspectives on activity theory. New York: Cambridge University Press, 1999) and its relation to organizational theories have produced a theoretical amalgam of these earlier ideas, which allow for the exploration of learning in formal organizational contexts such as schools. In this paper I reflect on Candela’s work situated in undergraduate Mexican physics by drawing attention to the CHAT-IT framework (Ogawa et al., Educational Researcher 37(2):83–95, 2008) as a viable lens. I suggest that it is important to understand the historical development of the Mexican university as an educational organization as well as the role of physics professors as agents of change whose practices contribute to not only breaking classroom walls but also to transforming the organization affecting future activity systems.  相似文献   

11.
ABSTRACT

The processes underlying word reading are shaped by statistical properties of the writing system. According to some theoretical perspectives, reading acquisition should be understood as an exercise in statistical learning (SL). SL involves the extraction of organizing principles from a set of inputs. Several lines of research provide convergent evidence supporting the connection between SL and reading acquisition. An obstacle to fully appreciating the theoretical and educational implications of these findings is that SL is itself not well understood. In this article, we review the current literature on SL with a particular focus on organizing this literature by grounding it in theories of learning and memory more generally. This approach can clarify the nature of SL and provide a framework for understanding its role in reading, reading acquisition, and reading disorders.  相似文献   

12.
《The Educational forum》2012,76(4):412-417
Abstract

Research in four areas has the potential to dramatically improve how practitioners address the challenges of integrating digital texts and tasks into their literacy curriculum. Advances in defining and measuring key components of online reading comprehension are rapidly emerging. In addition, instructional models, such as Internet reciprocal teaching (IRT), can lead to the acquisition of online reading comprehension, but teachers need access to sustained professional development that is aligned with their own learning goals.  相似文献   

13.
Abstact

This article reviews content analysis studies aimed to assess critical thinking in computer-mediated communication. It also discusses theories and content analysis models that encourage critical thinking skills in asynchronous learning environments and reviews theories and factors that may foster critical thinking skills and new knowledge construction.  相似文献   

14.
Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology 103:399–414, 2011; McDaniel et al. 2012; Roediger et al., Journal of Experimental Psychology: Applied 17:382–395, 2011a). Retrieval practice, or the use of quizzes and exams to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings (e.g., Roediger et al. 2011c). In this article, we review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, and quizzes with feedback improve students’ learning and metacognitive awareness. In addition to generating evidence to support retrieval-based learning, these applied research studies also enhanced the professional development of the teachers, administrators, and scientists involved in the project. In this article, it is our hope that by sharing what we have learned from a variety of perspectives, applied scientific research in K-12 classrooms will continue to be explored and generated at local, state, and national levels, improving student learning and educational decision-making.  相似文献   

15.
Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores the fact that comprehension problems are evidenced by a heterogeneous group of students. We argue that it is important for teachers to align an intervention with a specific area of difficulty (e.g., teaching prefixes and suffixes to increase reading vocabulary). We highlight research‐based interventions advocated by the National Reading Panel and offer ways that teachers can match specific strategies with the individual needs of students with problems in reading comprehension. Finally, we emphasize that whatever strategy is selected, it should be structured, explicit, scaffolded, and intense ( Williams et al., 2005 ).  相似文献   

16.
Abstract

This meta-analytic review examines how word-learning interventions affect young children, at risk for reading difficulties, on vocabulary outcomes. We quantitatively reviewed 51 studies with 138 effect sizes (N = 7,403) to assess the association between vocabulary training and word learning. Using a random-effects model, we found a mean effect size of nearly 1 standard deviation indicating a strong training effect overall. Moderator analyses indicated that children from low-socioeconomic-status (SES) families experienced significantly lower word-learning gains than those from middle- and upper-SES families who had one or more risk factor (e.g., English Language Learner, language delays). This was true regardless of the total number of risk factors present. However, risk factors in addition to poverty did compound this SES disadvantage. Further, multivariate meta-regression analyses indicated that the sole risk factor associated with lower effect sizes was poverty controlling for all other risk factors. Subgroup moderator analyses indicated a number of instructional and pedagogical factors associated with greater effect sizes. Taken together, these results highlight the importance of creating interventions powerful enough to accelerate children's vocabulary development if we are to narrow the reading achievement gap.  相似文献   

17.
An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had been released in the past 10 years. A search of published literature pertaining to the topic found three federal reviews (from the United States, the United Kingdom and Australia), a What Works Clearinghouse Report into beginning reading programmes, a review of reading interventions by Slavin et al. and a synthesis of meta-analyses by Hattie. Analysis of these reviews indicated that there are key commonalities in findings about how to teach reading to young students. Reviews of interventions revealed some flaws and therefore provide limited information useful to programme implementation and development for young struggling readers.  相似文献   

18.
Clare Wood 《教育心理学》1999,19(3):277-286
ABSTRACT A review of current literature into children's use of orthographic analogies during reading results in an apparent contradiction: that normal readers’ ability to draw such analogies is not predicted by their prior phonological awareness (Muteret al., 1994), rather by their reading experience and proficiency (Bowey and Underwood, 1996), but that dyslexic children are less able to draw these analogies because of theirlack of phonological awareness (Hanleyet al., 1997). It is suggested that in the absence of extensive reading experience, a combination of analogous problem‐solving ability and phonological awareness may be necessary for the successful use of orthographic analogies during reading. To assess this possibility, 70 children of limited reading experience and ability were assessed on phonemic awareness, their ability to make visual analogies and use orthographic analogies when reading. Phonemic awareness was able to account for 14% of the variance in reading ability. Phonemic awareness also accounted for 40% of the variance in children's orthographic analogy scores, and the ability to make visual analogies accounted for another 5%. It was also found that the ability to make orthographic analogies does not account for variance in reading ability scores once phonemic awareness has been taken into account.  相似文献   

19.
Abstract:

Based on a study of variations in moral responses of Chinese and American children, an assessment is made of stage theories of moral development Moral development models that are primarily based upon cognitive development theories are judged to be deficient in their failure to account for rates and levels of intemalization. The type and extent of manipulation of affect in learning appears to be the major factor that has been ignored. Of particular importance for education, the article concludes that intemalization can be increased through the use of specific learning techniques.  相似文献   

20.
ABSTRACT

The social work profession has always strived to increase its knowledge-base and improve its practice effectiveness. In this endeavor, the Council on Social Work Education has mandated the teaching of theoretical frameworks as a guide to intervention planning andimplementation. Yet, this format has not consistently been utilized in practice, as some research studies have reported. The article addresses this issue, providing a method of integrating theories and intervention strategies into coursework. To illustrate the relationship between theories and the development of practice strategies, a case report is presented, followed by relevant theories and the interventions formulated from the theory-driven assessments. The aim is to reinforce the learning process, while demonstrating to students the utility and effectiveness of identifying and connecting theories to appropriateinterventive choices that will be carried through to the practice arena.  相似文献   

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