共查询到20条相似文献，搜索用时 31 毫秒
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Virginia W. Berninger Yen-Ling Lee Robert D. Abbott Zvia Breznitz 《Annals of dyslexia》2013,63(1):1-24
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n?=?12) or B (n?=?12) in an after-school reading-writers’ workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme–phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading–writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with “working memory in mind” to phonics helps students with dyslexia spell and read English words. 相似文献
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Joshua Wilson 《Reading and writing》2017,30(4):691-718
The present study examined growth in writing quality associated with feedback provided by an automated essay evaluation system called PEG Writing. Equal numbers of students with disabilities (SWD) and typically-developing students (TD) matched on prior writing achievement were sampled (n = 1196 total). Data from a subsample of students (n = 655) was used to investigate evidence of transfer to improved first-draft performance on a follow up writing prompt. Three-level hierarchical linear modeling was used. Findings indicated that SWD produced first drafts of lesser quality than TD students, but grew at a faster rate and were able to close the gap in writing quality after five revisions. However, these effects were moderated by school quality and the availability of internet-connected devices in schools. There was no evidence of transfer for either group of students. Results document a positive association between the use of PEG Writing and growth in writing quality for SWD, and underscore the importance of having sufficient technology resources for maximizing this growth. 相似文献
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In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In experiment 1 (n?=?14), second graders completed 2 days of spelling practice, followed by spelling tests 1 day and 5 weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy for words trained with retrieval practice was higher than for words trained with rainbow writing on both tests (η p 2 ?=?.49). In experiments 2 (second graders, n?=?16) and 3 (first graders, n?=?12), students completed 2 days of spelling practice followed by a spelling test 1 day later. Results replicated experiment 1; spelling accuracy was higher for words trained with retrieval practice compared with rainbow writing (η p 2 ?=?.42 and .64, respectively). Furthermore, students endorsed both liking and learning from retrieval practice at least as much as (and sometimes more than) rainbow writing. Results demonstrate that retrieval practice is a more useful (and as engaging) training method than is rainbow writing and extend the well-established testing effect to beginning spellers. 相似文献
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Ruth Cronje Kelly Murray Spencer Rohlinger Todd Wellnitz 《International Journal of Science Education》2013,35(16):2718-2731
Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates’ ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment (n?=?51 students) with another three sections serving as a control (n?=?47 students). All sections received an identical formal writing assignment to report results of laboratory activities. Four blinded raters used a 6-point rating scheme to evaluate the quality of students’ writing performance. Raters’ independent scoring agreement was evaluated using Cronbach's α. Paper scores were compared using a t-test, then papers were combined into low-scoring (3.5 of 6 points) or high-scoring (>3.5 of 6 points) sets and SWH and control cohorts were compared using Pearson's chi-square test. Papers from the SWH cohort were significantly (P?=?0.02) more likely to receive a high score than those from the control cohort. Overall scores of SWH cohort papers tended to be higher (P?=?0.07) than those from the control cohort. Gains in student conceptual understanding elicited by the SWH approach improved student ability to express logical conclusions about their data and include appropriate evidence to support those conclusions in formal research reports. Extending the writing tasks of the SWH to formal writing assignments can improve the ability of undergraduates to argue effectively for their research findings. 相似文献
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Annika Lena Hondrich Jasmin Decristan Silke Hertel Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2018,21(4):717-734
Formative Assessment (FA) refers to eliciting evidence about students’ understanding and using the information to support learning, e.?g. via individual feedback. There is evidence that FA fosters students’ motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students’ perceived competence, drawing on Deci and Ryan’s self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n?=?17) or to a control group (CG; n?=?11). All teachers then taught two science units in their classrooms (FA: n?=?319 students, CG: n?=?232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students’ perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes. 相似文献
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Melissa Fogarty Eric Oslund Deborah Simmons John Davis Leslie Simmons Leah Anderson Nathan Clemens Greg Roberts 《Educational Psychology Review》2014,26(3):425-449
In this experimental study, we examined the effects of a multicomponent reading comprehension intervention in sixth- to eighth-grade English language arts classes with a focus on factors to enhance treatment implementation. We tested the contribution of a theoretically derived fidelity framework that included adherence, quality, dosage, program differentiation, and student responsiveness. The study was conducted in three schools, involving 14 teachers and 859 students. English language arts classes were randomly assigned to the Comprehension Circuit Training intervention (n?=?30) or typical practice comparison (n?=?31) conditions, and all teachers taught in both conditions. Findings indicated that there was no reliable difference between the intervention and typical practice groups on standardized or researcher-developed proximal measures. To investigate the relationship between fidelity and student outcomes, we conducted a confirmatory factor analysis (CFA) to determine the relation of the indicators to a latent fidelity factor. Results of the CFA revealed a single fidelity factor composed of the adherence, quality, dosage, student responsiveness, and program differentiation variables. The fidelity factor was statistically significantly related to outcomes on a standardized comprehension measure (γ?=?.86, p?γ?=?.52, p?相似文献
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Cynthia M. Zettler-Greeley Laura L. Bailet Suzanne Murphy Teri DeLucca Lee Branum-Martin 《Early education and development》2018,29(6):873-892
Research Findings: This study reports outcomes from a randomized, controlled trial of an emergent literacy intervention for prekindergarten children at-risk for reading failure. Children (N = 2219) in 114 preschools and childcare centers were screened for eligibility in fall. Children who scored at-risk (n = 476) were randomized to fall or spring treatment and received nine weeks of explicit, multisensory, emergent literacy instruction in small groups provided by early literacy interventionists. Trained observers noted high implementation fidelity. Pre-reading skills were assessed before and after intervention for both treatment groups. The spring intervention group served as at-risk controls for children who completed fall intervention. Three-level, linear growth models (time-student-school) were used to estimate treatment effects, found for print awareness, elision, rhyming, and the screener (print and letter knowledge, phonological awareness), replicating previous findings for the screener, rhyming, and print knowledge, and extending them to elision. Significantly accelerated growth in print knowledge, elision, rhyming, and the screener was observed during intervention. Practice or Policy: Results demonstrate benefits of high-quality emergent literacy instruction for children at risk. Growth in skills for both fall and spring treatment groups following this 18-lesson program supports some implementation flexibility among interventionists with delivery constraints during the year. 相似文献
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Miika Marttunen Leena Laurinen Lia Litosseliti Kristine Lund 《Educational Research and Evaluation》2013,19(4):365-384
Argumentation skills of secondary school students were evaluated in Finland (n?=?290), France (n?=?54), and England (n?=?41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading. 相似文献
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Deborah E. Linder Megan K. Mueller Debra M. Gibbs Jean A. Alper Lisa M. Freeman 《Early Childhood Education Journal》2018,46(3):323-329
Reading skills are an important component of academic success for school-age youth, and are associated with increased academic performance and positive attitudes about school. The presence of an animal appears to reduce stress during reading. Therefore, the goal of this study was to assess the feasibility and effects of a 6-week after-school canine-assisted reading program in a public elementary school setting. Second-grade students were randomized to either an intervention group (n?=?14) in which they read to a registered therapy dog for 30 min once weekly for 6 weeks or a control group (n?=?14) with a standard classroom curriculum. Children’s reading skills were assessed biweekly and attitudes about reading were assessed pre- and post-intervention. The 6-week after-school canine-assisted reading program was feasible. Reading skill scores did not change significantly for either group. Although scores on recreational reading attitudes also did not change significantly for either group, the academic reading attitudes scores increased significantly in the intervention group (p?=?.002), but not in the control group (p?=?.06). These results support the benefits of an animal-assisted intervention for child literacy on children’s attitudes about reading and can inform future programs evaluating reading programs that include dogs. 相似文献
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Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning 总被引：1，自引：1，他引：0
Yvonne G. Mulder Ard W. Lazonder Ton de Jong Anjo Anjewierden Lars Bollen 《Journal of Science Education and Technology》2012,21(6):722-729
Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or narrowing students?? possibilities to change model progression phases. Results showed that high-school students in the ??standard?? model progression condition (n?=?19), who could enter subsequent phases at will, outperformed students from a control condition (n?=?30) without model progression. The unrestricted condition (n?=?22) had the additional option of returning to previous phases, whereas the restricted condition (n?=?20) disallowed such downward progressions as well as upward progressions in case insufficient knowledge was acquired. Both variants were found to be more effective in terms of performance than the ??standard?? form of model progression. However, as performance in all three model progression conditions was still rather weak, additional support is needed for students to reach full understanding of the learning content. 相似文献
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U.S. national data show that American Indians earn lower math and science scores than other ethnic/racial groups. In the current study, a brief, self-affirmation intervention was aimed at increasing science motivational beliefs in American Indian middle school students (n?=?212, Mage?=?12.7 years). Students, each read a biography of a successful scientist who was matched to them on both ethnicity and gender; ethnicity but not gender; gender but not ethnicity; or no match. Students then wrote a short essay describing traits they shared with the scientist. Pre- and post-intervention science self-efficacy, individual interest, and goal orientations were measured to assess intervention efficacy immediately following the intervention and one week later. Results revealed no benefits of the intervention in increasing motivational beliefs for students in any experimental condition. We discuss the fragile fidelity of self-affirmation interventions and conditions that might be necessary for intervention success. 相似文献
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Christin Lang Serge Brand Flora Colledge Edith Holsboer-Trachsler Uwe Pühse Markus Gerber 《Scandinavian Journal of Educational Research》2019,63(2):245-257
The aim was to develop, implement, and evaluate a physical education-based coping training program for vocational students. Two vocational schools participated in the quasi-experimental pilot study (EPHECT I). One school received the intervention (intervention group: n?=?434), while the other school maintained regular physical education classes (control group: n?=?430). Repeated measures ANCOVAs were used to examine the effects on coping and perceived stress. Additionally, effects were compared among students who reported low versus elevated life satisfaction. Finally, the implementation rate was considered as a moderating factor. Overall, no significant time by group effects were found between the intervention group and the control group. However, a reduction in maladaptive coping occurred among students of the intervention group who reported low life satisfaction. The implementation rate did not moderate the findings. Despite a relatively low implementation rate, the intervention program reduced maladaptive coping strategies in adolescents with low life satisfaction. Program monitoring needs to be increased in future research. 相似文献
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Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed. 相似文献
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This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations. 相似文献
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ABSTRACTLanguage proficiency is highlighted in the literature on the adjustment and security of international students. India is the second top source country for mobile students globally, but few studies have focused explicitly on students from India. The purpose of this study was to examine the English language experiences of Indian students at New Zealand universities. This mixed-method study utilised a questionnaire (n?=?109) and interviews (n?=?15). Collectively the participants had high levels of confidence and proficiency in English language and adjusted more rapidly than many international students to the new academic environment. Major differences experienced by the participants between India and New Zealand related to unfamiliar forms of academic writing and tasks, and on the role of learning support services. Formal high value assessment was for some the first indication of a problem with writing. While most students adjusted through error-based learning others struggled with argumentation and avoiding plagiarism. These findings have relevance for local and international students. We recommend the use of, and research on, early low-stakes assessment of writing and on effective support services for students transitioning into new academic contexts. 相似文献
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Michael A. Hebert Sarah R. Powell Janet Bohaty Julia Roehling 《Learning disabilities research & practice》2019,34(3):144-157
High‐stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW). Researchers randomly assigned participants (n = 61) in grades 3–5 to receive instruction in MW or information writing. Students receiving MW outperformed control students on a researcher‐developed measure of MW (d = 1.05). Component assessment revealed MW students improved in writing organization (d = 1.49) but not in mathematics content (d = 0.11 ns). Results also indicated MW students outperformed control on percentage of correct MW sequences (d = 0.82). Future directions for MW intervention development are discussed. 相似文献
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《Journal of research on educational effectiveness》2013,6(4):479-506
AbstractThis study uses a regression discontinuity design to evaluate the impact of seventh-grade interventions delivered by 25 schools on the reading and school engagement outcomes of struggling readers. Students in participating schools were assigned to intervention (n?=?1,495) or comparison (n?=?4,397) conditions, based on their state reading performance and reading fluency scores in sixth grade. On the state reading test, intervention impact favoring the treatment group approached, but did not reach, statistical significance (p?=?.056, g?=?.15). On a measure of reading fluency, there was a significant interaction between the cut points schools chose for condition assignment and intervention impact (p?=?.015). In schools that chose a lower cut point, intervention students outperformed comparison students, while in schools that chose a higher cut point, comparison students outperformed intervention students. On a student self-report measure of school engagement, no significant differences between the intervention and comparison groups were observed (p?=?.83, g?=?.02). Implications for rigorous evaluation of interventions implemented by districts and schools under naturalistic conditions are discussed. 相似文献