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1.
The present study explores the relationship between sentence recall and reading and language skills in a group of 7–11-year-old children with learning difficulties. While recent studies have found that performance on sentence recall tasks plays a role in learning, it is possible that this contribution is a reflection of shared resources with working memory. In order to investigate whether sentence recall was uniquely associated with reading and language skills, differences associated with IQ and working memory capacity were statistically controlled. A sample of 72 children was tested on measures of verbal complex memory, verbal short-term memory, sentence recall, expressive vocabulary, verbal and performance IQ, reading and language skills. Both sentence recall and verbal complex memory shared unique links with reading skill, and sentence recall was uniquely associated with language skills. This finding indicates that resources in long-term memory also play an important diagnostic role in reading and language abilities. The implications for educational practice are discussed.  相似文献   

2.
This research, undertaken by Dr Gina Conti-Ramsden and her team at the University of Manchester, involved investigating three groups of children: children with specific language difficulties; 'maths poor' children; and a control group (n = 15, 12 and 15 respectively). These three groups of children were compared on a task of processing two and three digit numbers. Few differences were found between the children who had language difficulties and those who were 'maths poor'. These findings suggest that both groups of children may have some form of language difficulty that contributes to a delayed performance on some maths related tasks.  相似文献   

3.
ABSTRACT

In the Australian university context, Academic Language and Learning (ALL) entails advisors working with academics and students to enhance learning. It is a relatively new area, beginning around the mid-1980s, and ALL units developed within their respective institutions. Since early 2000s, there has been an increasing amount of literature discussing the work of these centres. Significantly though, academic support services remain on the periphery of higher education. This article seeks to define the dynamic role of academic skills advisors. In late 2016, we distributed a questionnaire to ALL unit managers at each of the 39 Australian universities, receiving 29 responses. Combining multiple-choice and open-ended questions, the survey investigated the location of the unit, the role of ALL advisors, the qualifications and experience asked for at recruitment, the training required, and pedagogy when working one-to-one with students. A consistent picture emerged in the responses. One key point is a growing demand for advisors with eLearning and eTeaching skills, indicative of broader changes in Australian universities. This article describes the unique set of professional and personal attributes that ALL advisors bring to the role. The survey results found that ALL advisors are responsive to change; broadly use constructivist approaches; have an extensive range of skills, experience and competencies; and are knowledgeable across a range of disciplines. Further investigation comparing the scope of work done in countries such as the UK, New Zealand and Canada could shape and define the changing role of ALL advisors in Australia.  相似文献   

4.
Using four traditional false-belief tasks, I investigated deaf children's age and expressive language skills in relation to their theory of mind development. The children's parents who signed reported on their own knowledge of a mental sign vocabulary. The results indicate age of the child to be strongly related to theory of mind development. Deaf children demonstrated an ability to pass the theory of mind assessment battery between the ages of 7 and 8 years, on average. In comparison, hearing children have consistently demonstrated the ability to perform such tasks between the ages of 4 and 5 years. Therefore, the results indicate deaf children are delayed by approximately 3 years in this cognitive developmental milestone. Expressive language skills of the children and sign language skills of the parents who signed were not found to be significantly related to the children's theory of mind development.  相似文献   

5.
The current study examined the role of preschoolers’ motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at age 3; children’s academic skills were assessed at kindergarten. Results indicated that preschooler’s persistence was related to their academic skills two years later over and above demographic factors and early cognitive-linguistic skills. The findings are discussed in terms of the importance of early childhood motivation for later school achievement.  相似文献   

6.
We analysed word reading and spelling in French adults with low levels of literacy (A‐IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty‐two adult literacy students were compared with reading level‐matched pupils in Years 1–3 of primary school on reading tasks (pseudoword reading, word reading, text comprehension), spelling tasks (pseudoword spelling, text dictation) and oral language tasks. A‐IL scored the same as children on word reading and spelling but less well on pseudoword reading and spelling. They also produced fewer phonologically acceptable errors in the dictation. Regarding oral language skills, as a group A‐IL encountered greater difficulty in phonology than in morphosyntax and semantics, and correlations revealed strong relationships between literacy levels and oral skills, particularly in the domain of phonology. Within their group, however, A‐IL displayed several distinct language profiles. These could reflect different risk factors leading to functional illiteracy and are discussed regarding the cognitive and environmental causes of impaired reading acquisition.  相似文献   

7.
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8.
Reading and Writing - Academic language has been identified as an important focus for instructing students about the quality of written composition they need to be successful in college and career....  相似文献   

9.
Two experiments explored the communicative bases of preschoolers' object appearance-reality (AR) errors. In Experiment 1, 3-, 4-, and 5-year-olds (N = 36) completed the AR test (with high- and low-deceptive objects), a control test with the same discourse structure but nondeceptive stimuli, and stimulus naming and memory tests. AR performance correlated positively with control (discourse) and naming test performance. Object deceptiveness had little effect. In Experiment 2, 3- and 4-year-olds (N = 64) completed AR tests that experimentally varied question phrasing and use of exemplar objects. Children also completed memory, vocabulary, and control tests (of verbal perseveration). AR performance variance was predicted by a composite perseveration score from three non-AR tasks, vocabulary, and exemplars. The results indicate that the discourse structure of the AR test elicits a perseverative tendency that is mediated by children's verbal knowledge.  相似文献   

10.
Spatial language is the language of spatial concepts and spatial relationships. Prior research has demonstrated an association between spatial language and spatial thinking in pre-school children. However, there is limited evidence exploring age-based differences in spatial language in older childhood. This cross-sectional study has three main aims. First, we present a novel spatial language measure and show differences in spatial language performance across age groups from 6 to 10 years (N = 155). Second, having demonstrated that our measure is sensitive to age-based progression, we use regression analyses to determine relations between spatial language and performance on a range of spatial tasks (r2:1.2%–9.0%). Third, we investigate the relations between spatial language and different mathematics skills (r2:0.2%–15.4%) and propose mechanisms that may explain these associations. We discuss how these findings lay a foundation for future spatial language interventions as a novel tool which may lead to educational improvements in mathematics.  相似文献   

11.
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher–child interactions can facilitate children's school readiness.  相似文献   

12.
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13.
This study explored the relationship among pre-reading skills, language proficiency, and visual perceptual abilities in 150 children who had been exposed to both English and Arabic (mean age 70 months). Information regarding language proficiency was gathered indirectly through reports from teachers and parents and directly through children’s test performance. Consequently, the children were divided into three language dominance groups: stronger in Arabic, stronger in English, or equally strong in both English and Arabic. The main aim of this study was to determine whether the pre-literacy skills (visual processing skills, phonological processes, and orthographic knowledge) differed across the three groups and were correlated with langauge dominance. No significant relationships were found between language dominance and tasks that pertained to phonological awareness skills, which may support the notion of the transfer of phonological processing skills between languages. Visual processing and visual memory skills did not differ across language groups, a finding which was expected, as these functions do not directly pertain to language dominance. However, overall the groups did better on the English orthographic task than on the Arabic orthography, perhaps because they found Arabic print more visually confusing and demanding than English.  相似文献   

14.
This article distinguishes between six tasks related to the academic researcher role: (1) networking; (2) collaboration; (3) managing research; (4) doing research; (5) publishing research; and (6) evaluation of research. Data drawn from surveys of academic staff, conducted in Norwegian universities over three decades, provide evidence that the researcher role has become more demanding with respect to all sub-roles, and that academic staff have responded to increasing external and internal demands by enhancing their role performance.  相似文献   

15.
A total of 104 six-year-old children belonging to 4 groups (English monolinguals, Chinese-English bilinguals, French-English bilinguals, Spanish-English bilinguals) were compared on 3 verbal tasks and 1 nonverbal executive control task to examine the generality of the bilingual effects on development. Bilingual groups differed in degree of similarity between languages, cultural background, and language of schooling. On the executive control task, all bilingual groups performed similarly and exceeded monolinguals; on the language tasks the best performance was achieved by bilingual children whose language of instruction was the same as the language of testing and whose languages had more overlap. Thus, executive control outcomes for bilingual children are general but performance on verbal tasks is specific to factors in the bilingual experience.  相似文献   

16.
根据《国家中长期教育改革和发展规划纲要（2010-2020年）》对高职高专院校提出的人才培养要求,结合我校语文教育专业学生的实际情况,本文重点对学生教学语言技能训练途径进行了研究、探析,希望能对同类院校的语文教育专业学生的培养提供有益的借鉴和参考。  相似文献   

17.
The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of behavioral SR, EF, and VMS skills for concurrent academic achievement. Results indicated that a measure of working memory (WJ-Working Memory) and a measure of behavioral SR (Head–Toes–Knees–Shoulders task; HTKS) were directly related to VMS. Differential relations were also examined for prekindergarten and kindergarten children. Results revealed a significant interaction between age and inhibitory control (Day–Night), and an interaction at a trend level between age and working memory suggesting both tasks are more related to VMS skills for younger children. Results also indicated that behavioral SR, EF, and VMS skills were differentially related to the three achievement outcomes. Both behavioral SR and VMS were significantly related to math, behavioral SR, EF, and VMS were significantly related to emergent literacy, and behavioral SR and EF were related to vocabulary scores. Results point to significant relations between behavioral SR and EF with VMS, and how each is related to early academic achievement in preschool and kindergarten.  相似文献   

18.
本文结合具体教学案例探讨了高中英语语言接受技能到生成技能的转换。本文提出:从培养学生语言生成技能的角度去设计阅读教学,使学生能够通过亲身的参与和实践、感悟和体验来发展语言技能,进而逐步获得语言运用能力。  相似文献   

19.
Increasing evidence suggests that aspects of children’s learning-related social skills (including interpersonal skills and work-related skills) contribute to early school performance. The present investigation examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work-related skills. Children were selected from a sample of 540 children based on low work-related skills scores on the Cooper-Farran Behavioral Rating Scales, a teacher-rated scale. Results indicated that work-related skills predicted unique variance in academic outcomes at school entry and at the end of second grade, after controlling for kindergarten academic score and important background variables. In addition, children with poor work-related skills (n = 82) were found to differ from the overall sample on a number of child, family, and sociocultural variables including: significantly lower IQs, more behavior difficulties, and more medical problems, such as hearing and language problems. Finally, children with low work-related skills scored lower on academic outcomes at the beginning of kindergarten and at the end of second grade. Findings highlight the importance of early work-related skills in understanding successful school transition and early academic achievement.  相似文献   

20.
本文根据笔者多年的外语教学经验,通过对外语教学课堂模式的探索,总结出了外语教学中十分重要的提问技巧。文章中系统地分析了提问的种类、功能及其目的,并提出外语教学中提问的独特性能、方法及原则。  相似文献   

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