共查询到20条相似文献，搜索用时 15 毫秒
1.
Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of training focused upon early vocabulary development. Children's vocabulary skills were assessed in the fall and spring of the school year. In spring, teachers read a storybook to their classroom, and teachers’ and children's remarks about theme-related vocabulary during the reading—including contextualized and decontextualized statements as well as verbatim repetitions of one another's statements—were coded. Practice or Policy: Results of multilevel models showed that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development. Although children's vocabulary references were not uniquely predictive of vocabulary learning, teachers’ repetition of children's remarks contributed to children's vocabulary gains. 相似文献
2.
The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read. 相似文献
3.
Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within‐subject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio‐visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native‐to‐foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch's connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long‐term memory if it is deep, that is, if it is comprised of many interconnected components. 相似文献
4.
The lexical restructuring model (LRM) is a theory that attempts to explain the developmental origins of phonological awareness (PA). According to the LRM, various characteristics of words should be related to the extent to which words are segmentally represented in the lexicon. Segmental representations of words allow children to access the parts of words needed to complete PA tasks. This study examined the relations between various lexical characteristics of Spanish and English words and the PA skills of Spanish-speaking language-minority children. Participants came from two independent samples of Spanish-speaking preschool children (Sample 1 N = 553, Sample 2 N = 600). For children in both samples, only phonotactic probability was related to children’s likelihood to respond correctly to Spanish PA items. Age of acquisition and word frequency were related to children’s likelihood to respond correctly to English PA items for children in both samples. Phonological neighborhood density and phonotactic probability were also related to children’s likelihood to respond correctly to English PA items; however, these effects were sample-specific. Children’s Spanish vocabulary knowledge moderated the effects of Spanish age of acquisition and word frequency on responses to Spanish PA items. Children’s English vocabulary knowledge moderated the effects of English phonological neighborhood density and phonotactic probability on responses to English PA items. These findings have implications for the development of PA assessments to be used with language-minority children. 相似文献
5.
Brenna Hassinger‐Das Katherine Ridge Amira Parker Roberta Michnick Golinkoff Kathy Hirsh‐Pasek David K. Dickinson 《Mind, Brain, and Education》2016,10(2):71-80
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group. 相似文献
6.
D. Barton Johnson 《Instructional Science》1972,1(1):121-131
Vocabulary is one of the major obstacles to attaining reading fluency in a second language. The major European literary languages have vocabularies of many tens of thousands of items. For efficient learning, the vocabulary systems must be structured in terms of frequency groupings so that the more frequent items are mastered before the less frequent ones. The learner, however, has no way of determining the relative frequency of the words in his text. The solution involves: 1) the establishment of various word frequency groups and 2) marking the words in the reading text so that the learner has a clear set of rational priorities. Statistical studies suggest that approximately the most frequent 5,000 words constitute a minimum vocabulary for liberated reading and account for about 90% of the different words in an average text. The learning of the less frequent items should be deferred until these are mastered. Further, the presentation of the higher frequency words within the 1,000–5,000 range should be sequenced by groups in terms of their relative frequencies. Each group might correspond to a particular level of language proficiency. This goal can be attained by means of a system in which the frequency category of each text word is marked so that the learner knows its relative importance and can structure his vocabulary acquisition accordingly. A marking procedure by frequency is integrated with a marginal translation or glossing routine. The article proposes a set of frequency groups and describes an algorithm for the implementation of a frequency identification and marking procedure on an IBM 360 computer. A sample page of a Russian text book utilizing the technique is given and several other potential utilizations are described. 相似文献
7.
Craig W. Johnson Marianne Adams Roger Bruning 《Educational technology research and development : ETR & D》1985,33(2):125-138
Consistent results of two experiments with relatively technical, native language vocabulary, showed that effectiveness of
keyword methods depended upon whether meanings of words to be learned were abstract or concrete and whether comprehension
was assessed immediately or after a delay. Keywords bearing acoustical similarities to vocabulary items whose meanings were
presented as sentences consistently facilitated students’ retention of the meanings of concrete items on immediate posttests.
However, in contrast to recent research on foreign language vocabulary having simpler definitions, these experiments showed
that it may be difficult to use the keyword method to aid long-term retention with moderately complex. abstract, native language
vocabulary.
Parts of this study, which was partially supported by the Kansas State University Bureau of General Research, were presented
at the Annual Meeting of the American Educational Research Association, Boston, 1980. 相似文献
8.
Troy Richardson 《Educational theory》2019,69(4):439-453
In discussing open‐mindedness, virtue epistemologists emphasize revising one's cognitive standpoint by taking seriously the views of others, where this process is seen to be a reliable way of identifying one's biases and forming true beliefs. Yet in defending open‐mindedness, virtue epistemologists tend to give little attention to two areas of scholarship. First, they tend to overlook the psychoanalytic challenges of evasion and disavowal that so often operate in the enactment of and attempts at open‐mindedness. Second, they undervalue scholarship that notes the longer arc of a relation between post‐truth conditions and settler colonial structures. In other words, there appears to be an evasion of those views that associate the United States with dispossession, settler colonialism, and projects of decolonization according to postcontinental philosophies. This essay by Troy Richardson clarifies some of the critical vocabulary needed to bridge virtue epistemology committed to open‐mindedness and scholarship that has shifted the terms of analysis toward active projects for decolonization based on postcontinental philosophies. 相似文献
9.
Inga Elgqvist‐Saltzman 《Gender and education》1992,4(1-2):41-56
A review of Swedish educational policy and educational research indicates that labour market considerations have had a high visibility. Straight routes through the educational system have been laid out in order to equalise and make the system more efficient. Empirical studies show that women's strategies to combine education, work and family often resulted in ‘winding tracks’ through education. Predominant research models tend to adjust to the ‘straight roads’ of educational policy while women's winding routes have been set aside. The current Swedish goal of equality between men and women gives work and parenthood the same weight for both sexes. This article discusses whether this goal could set a challenging framework for a research agenda where more gender‐sensitive methodologies are developed as well as gender‐sensitive concepts, upgrading women's knowledge, experiences and values. 相似文献
10.
借词是丰富和发展词汇的重要方法和途径。在英语发展中，有数以万计的法语词汇被借入英语，成为推动英语发展的重要因素。法语词汇大量进入英语，根源于英法两国特殊的历史渊源及频繁的文化交流。根据本土化程度的不同，可以把英语中的法语借词分类为未本土化借词、半本土化借词和完全本土化借词；根据构词法特点，可以分类为词缀借词、复合法借词和仿借合成词。 相似文献
11.
Sarah E. Swehla Matthew K. Burns Anne F. Zaslofsky Matthew S. Hall Sashank Varma Robert J. Volpe 《Psychology in the schools》2016,53(4):404-415
Incremental rehearsal (IR) is a highly effective intervention that uses high repetition and a high ratio of known to unknown items with linearly spaced known items between the new items. It has been hypothesized that narrowly spaced practice would result in quick learning, whereas items that are widely spaced would result in longer‐term retention. The current study examined the effect of spacing by teaching vocabulary words to 36 fourth‐grade students. Each student was randomly assigned to a widely spaced IR condition (i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, three known items, and an increase in the number of known items presented each time by one) or an IR condition in which spacing increased exponentially (IR‐Exp; i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, four known items, and one unknown item, eight known items). The results indicated that the students in the study retained twice as much information with the widely spaced IR than with the IR‐Exp condition, but the latter required half as much time. IR and IR‐Exp were equally efficient, but IR continues to be superior to all other flashcard approaches in improving retention. 相似文献
12.
To test the lexical restructuring hypothesis among bilingual English‐language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi‐level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. 相似文献
13.
Teachers' self‐efficacy (SE) in their classroom management capabilities is thought to be an important factor in teachers' overall judgements of their teaching SE. Low SE in classroom management has been linked to teacher attrition and burnout, and reduced student learning outcomes. This article provides the first comprehensive review of classroom management as a factor in the construct of teacher SE. Twenty‐five peer‐reviewed articles published from 1984 to 2009 that reported on the use of SE scales containing at least one novel classroom management self‐efficacy (CMSE) item were reviewed. The validity and reliability of CMSE scales and items were found to be very good, with classroom management items pertaining to maintaining order and control the most frequent category included. Approximately one in four items in the SE scales reviewed was CMSE item, and, in general, CMSE items were not linked explicitly to classroom management research or contemporary psychological or philosophical approaches. 相似文献
14.
Diane August Maria Carlo Cheryl Dressler Catherine Snow 《Learning disabilities research & practice》2005,20(1):50-57
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English‐only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second‐language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary. 相似文献
15.
Singleton JL Morgan D DiGello E Wiles J Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103
The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners. 相似文献
16.
Katelyn M. Fishley Moira Konrad Terri Hessler Susan Keesey 《Learning disabilities research & practice》2012,27(3):104-115
Although vocabulary plays an important role in literacy and content instruction, there is a paucity of research identifying effective methods for teaching vocabulary. One promising strategy is morphemic analysis, which involves breaking words into morphemes, the smallest meaningful parts of words, and teaching students the meanings of those parts. The current study used a multiple probe across morphemes experimental design to determine the effects of an intervention package, GO FASTER (G raphic O rganizers; F lashcards A dded up and S elf‐graphed to T rack progress; E rrors R eviewed). Findings showed that with three to four instructional sessions, three high school students with high‐incidence disabilities successfully defined morphemes at a predetermined fluency rate and generalized these definitions to untaught words. Implications for practice and future research are discussed. 相似文献
17.
The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students’ receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope. 相似文献
18.
中国非英语专业研究生词汇量不同词频等级分布状况研究 总被引：1，自引：0，他引：1
吴瑾 《华南师范大学学报(社会科学版)》2008,(1):122-129
本文探讨了中国非英语专业研究生的接受性和产出性词汇量在高频、中频、低频以及学术类词汇四个词频等级的分布情况。上海市两所重点高校的360名研究生参加了两种分别测量学习者接受性和产出性词汇的词汇测试。研究结果表明,我国非英语专业研究生能够掌握大多数高频词和学术类词汇的基本含义,但由于他们对中低频词,尤其是低频词的认知率较低,在今后的学习中仍有可能面临词汇上的困难;研究生的产出性词汇量要远低于其接受性词汇量,且大部分产出性词汇仍属于高频词;尽管学生对学术类词汇的认知率较高,但他们在该词频上的产出性词汇量仍有待进一步提高。针对上述结果,研究建议在研究生英语教学过程中教师应注意对学生词汇学习策略的培养,并通过数据驱动学习、转变写作任务模式等途径扩大学生的产出性词汇量。 相似文献
19.
20.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献