共查询到20条相似文献，搜索用时 15 毫秒
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The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first- and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study. Results indicated that the relation between children’s first- and second-language PA skills varied as a function of their first- and second-language oral language skills. This effect was language specific such that only oral language skills in the same language as the PA outcome moderated the relations between children’s first- and second-language PA skills. This study helps extend findings from prior research on the cross-language transfer of PA. 相似文献
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Previous meta-analyses on the relationship between phonological awareness, rapid automatized naming (RAN), and reading have been conducted primarily in English, an atypical alphabetic orthography. Here, we aimed to examine the association between phonological awareness, RAN, and word reading in a nonalphabetic language (Chinese). A random-effects model analysis of data from 35 studies revealed a moderate relationship of phonological awareness with reading accuracy (r = .36) and reading fluency (r = .39). RAN also correlated significantly with reading accuracy (r = –.38) and reading fluency (r = –.51), but its relationship varied as a function of test type (graphological RAN correlated more strongly with reading than nongraphological RAN) and reading outcome (RAN correlated more strongly with reading fluency than reading accuracy). Age/grade and dialect (Mandarin vs. Cantonese) did not influence the size of the correlations. Taken together, the findings of this meta-analysis suggest that phonological awareness and RAN are universal correlates of word reading. 相似文献
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Justin C. Wise Rose A. Sevcik Robin D. Morris Maureen W. Lovett Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164
According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness. 相似文献
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Joy A. Palmer Jennifer Suggate Barbara Bajd Elissavet Tsaliki 《Environmental Education Research》1998,4(4):429-444
This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affected by the subject's age. Here, the team of international authors presents data from three European countries and engages in both location‐specific and cross‐cultural comparative analysis. 相似文献
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JOY A. PALMER JENNIFER SUGGATE IAN ROBOTTOM PAUL HART 《Environmental Education Research》1999,5(2):181-200
Environmental educators in Australia (n = 82), and Canada (n = 48) wrote autobiographical statements describing the formative influences and significant life experiences (SLE) which led to their concern for the environment. Content analysis identified the influences/experiences mentioned most often, both as single factors, e.g. ‘close family’, and as groups of logically related factors, e.g. ‘people’, a group composed of the factors ‘close family’, ‘older friends'’, ‘friends'’, and ‘having children’. The final lists of single factors were similar but not identical in the two countries, and both differed slightly from the list already derived from a sample of environmental educators in the UK (n = 233). Here we present the single and grouped factors named most often in Australia, then do the same for Canada, and then compare the principal factors in all three nations. 相似文献
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《池州师专学报》1994,(1)
Over the years I have gradually come to realize that poor handling ofthe relationship of language and cultures on the part of the teacher mightbe one of the causes of the students'cultural mistakes.Teachers may focuson linguistic forms and not remember the people who use the forms in or-dinary communication.Another cause might be the students’(and teache-rs')unfamiliarity with the differences between the Chinese and Englishlanguages and their respective cultures.As a result,many a student withgood grades in school in China performs poorly in social situation. 相似文献
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Che Kan Leong 《Annals of dyslexia》1999,49(1):195-220
The goal of this study was to predict children’s spelling from their performance on pseudohomophone choice and rhyme matching
tasks. A total of 222 nine- to twelve-year-old children in grades 4, 5, and 6 participated. The children were given, individually,
a computerized pseudohomophone choice task with 30 item pairs in two conditions, and a computerized rhyme matching task with
68 word pairs in four conditions. Accuracy and speed of processing were assessed. Three memory tasks, a Spoonerism task, a
general ability test, and a written spelling test were also administered. Analyses of variance and multiple regression analyses
showed that both accurate and rapid choice of pseudohomophones sounding like real words and rhyme matching contributed substantially
to variations in spelling. Orthographic knowledge played a role in spelling as shown by the contribution of word pairs that
rhymed but were orthographically dissimilar. Phonological coding as tested by pseudohomophone choice was also important. 相似文献
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Language researchers have long been working on the language transfer theory since 1970s with an aim to help second language acquisition. Researches on transfer of pronunciation were explored from many aspects, such as phonetics, age, motivation and culture etc. By illustrating the Chinese learners’ improper English pronunciation, it tries to discuss the negative transfer of their mother tongue on the English pronunciation on the theoretical basis of phonetic and phonological differences between the two languages. Based on these studies and analysis, it hopes to arouse the learners’ awareness of the different pronunciation between English and Chinese and their interests in acquiring a native-like pronunciation, and hopefully the teachers will also help the learners have a good knowledge of the difference before they’re affected by the negative transfer of Chinese. 相似文献
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管秀丽 《读与写:教育教学刊》2008,5(11)
In order to attain intercultural awareness, we have to know Robert Hanvey's statement of four levels of inter-cultural awareness described in his book An Attainable Global Perspective (1976). This passage anazlyes the four levels of cross-cultural awareness. 相似文献
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Joy A. Palmer Jennifer Suggate Barbara Bajd Paul Hart K.P. Roger K.P. Ho J.K.W. Ofwono‐Orecho 《Environmental Education Research》1998,4(4):445-464
This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities and differences. 相似文献
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冯红变 《忻州师范学院学报》2004,20(5):104-106,109
由于英语语言的多样性，美国黑人英语(简称ABC)在语音，句法和词素等方面与标准英语有所不同。然而，正如其它那些形形色色的变化一样，美国黑人英语既不是一成不变的，也不是始终如一的，它有自己特有的体系。本文首先定位了美国黑人英语的概念，然后又进一步论述了它的语音体系的特点。 相似文献
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This study considers the role of teachers’ multicultural awareness in promoting minority students’ ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers’ multicultural awareness affects ethnic identity and the academic achievement of minority students. This case study enables the authors to assess the significance and value of teachers’ multicultural awareness as an educational concept. Through the study, the authors point to a need to strengthen multicultural awareness in teachers’ education to meet requirements of cultural diversity. The authors also emphasize that such awareness should be an objective of teacher training. 相似文献
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In this paper we present a matrix-organised implementation of an experimental course in the history of the concept of a function. The course was implemented in a Danish high school. One of the aims was to bridge history of mathematics with the teaching and learning of mathematics. The course was designed using the theoretical frameworks of a multiple perspective approach to history, Sfard’s theory of thinking as communicating, and theories from mathematics education about concept image, concept definition and concept formation. It will be explained how history and extracts of original sources by Euler from 1748 and Dirichlet from 1837 were used to (1) reveal students’ meta-discursive rules in mathematics and make them objects of students’ reflections, (2) support students’ learning of the concept of a function, and (3) develop students’ historical awareness. The results show that it is possible to diagnose (some) of students’ meta-discursive rules, that some of the students acted according to meta-discursive rules that coincide with Euler’s from the 1700s, and that reading a part of a text by Dirichlet from 1837 created obstacles for the students that can be referenced to differences in meta-discursive rules. The experiment revealed that many of the students have a concept image that was in accordance with Euler’s rather than with our modern concept definition and that they have process oriented thinking about functions. The students’ historical awareness was developed through the course with respect to actors’ influence on the formation of mathematical concepts and the notions of internal and external driving forces in the historical development of mathematics. 相似文献
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Jane E. Atieno Okech Stephen DeVoe 《International journal for the advancement of counseling》2010,32(2):117-128
Literature on international experiences highlights their significant impact on the development of cross-cultural knowledge
and awareness. Using practical examples derived from literature on multiculturalism, the multifaceted dimensions of international
experiences are critically reviewed as an essential process for counselors dedicated to utilizing such experiences to enhance
their cross-cultural awareness. The authors explore the dimensions of interpersonal and intrapersonal processes, as well as
the expanded sense of identity that derives from international experiences. Using materials from the literature and findings
from research, the authors expand dialogue on the efficacy of international experiences in contributing to cross-cultural
competence. 相似文献
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We report two experiments that investigated whether phonological and/or orthographic shifts in a base word interfere with morphological processing by French 3rd, 4th, and 5th graders and adults (as a control group) along the time course of visual word recognition. In both experiments, prime-target pairs shared four possible relationships: morphological without modification (nuageux-NUAGE), morphological with phonological modification (bergerie-BERGER), morphological with phonological and orthographic modifications (soigneux-SOIN), and orthographic control (fourmi-FOUR). In Experiment 1 (60-ms prime duration), priming effects were only significant in the morphological condition without modification in children but in the three morphological conditions in adults. In Experiment 2 (250-ms prime duration) priming effects were significant in all three morphological conditions in each group, independently of form shifts. These results indicate that allomorphic variation does allow for the lexical activation of base words only in the later stages of word recognition in children, whereas this activation is automatic in adults. 相似文献
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《辽宁师范大学学报(社会科学版)》2012,35(4)
莎士比亚在其英国历史剧中,着墨浓重之笔就是战争主题。剧作家将英法百年战争和玫瑰战争作为贯穿其多部历史剧情节的主线之一,将战争视为夺取王权和巩固王权的重要手段。在莎士比亚笔下,亨利五世征战法国既夺得了在法国的权力又赢得了英明君主的荣耀。波林勃洛克（即位后的亨利四世）通过武力不但夺回自己的财产,而且登上王位宝座。君主们不仅懂得战争可用来夺取权力,还深谙战争尚可用来巩固王权。他们认为对外战争可牵制国内贵族势力,以使他们无暇颠覆王权。战争可以掩饰王权的不合法性;战争可以增加财政收入;战争还可对内惩治罪恶。总之,战争是君主的为君之道和统治之术,这明显诠释出莎士比亚的战争意识。 相似文献
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Language is the carrier of culture and it is also an integral part of culture. Therefore, learning English requires us not only master the English language knowledge and skills, but also understand t... 相似文献
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Hernán Cofré Emilia Cuevas Beatriz Becerra 《International Journal of Science Education》2013,35(16):2243-2260
ABSTRACTDespite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers’ understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found. 相似文献
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Devin M. Kearns H. Jane Rogers Taylor Koriakin Reem Al Ghanem 《Scientific Studies of Reading》2016,20(6):455-470
This study addresses whether reading involves a process termed semantic and phonological ability to adjust recoding (SPAAR). It was hypothesized that SPAAR helps readers link inaccurate pronunciations to lexical entries (e.g., spynitch to spinach). Psychometric properties of the Mispronunciation Correction Task (MCT), a measure of SPAAR, were investigated using a sample of 206 elementary-age children. The 25-item MCT appeared to measure a single construct, and the items discriminated well across the range of ability. Based on a sample of 94 children, construct validity analyses indicated that phonological awareness and decoding skill predicted MCT performance. Hierarchical regressions were used to test the relationship between SPAAR and word reading. After controlling for other skills, SPAAR showed a relationship with both timed and untimed word reading. Phonological awareness did not. These data suggest that SPAAR may be a reading-related ability involving phonological processing and some form of semantic processing. 相似文献