共查询到20条相似文献，搜索用时 15 毫秒
1.
《The Journal of educational research》2012,105(6):363-365
AbstractWith the national move toward competency testing, publishers and educators have become increasingly concerned about test validity, item construction, and item readability. While a major effort is usually made by test developers to control the readability level of the test items, there is currently no validated measure of individual item readability.It is commonly assumed that oral reading of test items by the teacher would ameliorate the readability problem for poor readers. Over 4,000 fifth-grade students were involved in this study aimed at determining the effect of teacher oral reading of test items to good and poor readers. The findings suggested that having teachers read test items aloud during the administration of standardized examinations yielded, overall, higher scores than having students read the items for themselves. However, this intervention did not benefit poor readers more than good readers. Both of these groups reflected similar gains under the influence of this intervention. 相似文献
2.
Abstract One early childhood teacher preparation program includes “Aesthetics As Learning,” a course which emphasizes that aesthetics is another way of knowing—another domain of development. The course has a reading, writing, discussion and experiential component—and all are integrated, but the experiential component (weekly arts activities) is showcased in this article. One significant and innovative component of the experiential approach is that the students do not react to the use of the arts from a child's perspective but respond as an adult. This provides for an authentic experience with the arts. The college classroom uses a constructivist approach in which students construct their own meaning from their experiences and a feminist pedagogical approach that develops a classroom community of learners. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
3.
4.
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students’ reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure. 相似文献
5.
《The Journal of educational research》2012,105(5):257-263
AbstractThe purpose of this investigation was to develop and validate a simulation device to measure a teacher's ability to identify verbal and nonverbal emotions expressed by students (teacher affective sensitivity). The scale consists of videotaped excerpts of teacher-learner interactions and accompanying multiple-choice instrumentation. Respondents select the answer from each multiple-choice item that they believe most accurately describes the affective state of the pupil viewed on the monitor. Previously produced media focusing on classroom interactions were used to obtain the examples of learner affective expressions. Expert judges constructed two multiple-choice items for each simulation episode. Pilot test administrations allowed for numerous scale revisions. Finally, assessments of scale reliability, and scale construct, predictive, concurrent, and content validity were made. 相似文献
6.
ABSTRACTObjectives: This study aims to test the dimensionality, reliability, and item quality of the revised UCLA loneliness scale as well as to investigate the differential item functioning (DIF) of the three dimensions of the revised UCLA loneliness scale in community-dwelling Chinese and Korean elderly individuals.Method: Data from 493 elderly individuals (287 Chinese and 206 Korean) were used to examine the revised UCLA loneliness scale. The Research model based on item response theory (IRT) was used to test dimensionality, reliability, and item fit. The hybrid ordinal logistic regression-IRT test was used to evaluate DIF.Results: Item separation reliability, person reliability, and Cronbach’s alpha met the benchmarks. The quality of the items in the three-dimension model met the benchmark. Eight items were detected as significant DIF items (at α < .01). The loneliness level of Chinese elderly individuals was significantly higher than that of Koreans in Dimensions 1 and 2, while Korean elderly participants showed significantly higher loneliness levels than Chinese participants in Dimension 3. Several collected demographic characteristics and loneliness levels were more highly correlated in Korean elderly individuals than in Chinese elderly individuals.Conclusion: Analysis using the three dimensions is reasonable for the revised UCLA loneliness scale. Good item quality and the items of this measure suggest that the revised UCLA loneliness can be used to assess the preferred latent traits. Finally, the differences between the levels of loneliness in Chinese and Korean elderly individuals are associated with the factors of loneliness. 相似文献
7.
8.
9.
English language programmes provide established pathways for international students seeking university admission in countries such as Australia and the United Kingdom. In order to refer international applicants to appropriate levels and durations of English language support prior to matriculation into their main course of study, pathway providers need effective and efficient language assessment tools. This report evaluates the effectiveness of an online vocabulary knowledge test as an index of English proficiency for university English pathway programme applicants (N = 177). The Timed Yes/No (TYN) test measures vocabulary recognition size and speed in a time- and resource-effective format. Test results were correlated with performance on a comprehensive placement test consisting of speaking, writing, reading and listening components. The predictive validity of word recognition accuracy (a proxy for size) and response time (a measure of efficiency) for placement test outcomes were examined independently and in combination. The TYN test scores’ sensitivity at predicting comprehensive placement test scores were assessed using a cut-score analysis resulting in an identification accuracy rate ranging from 76 to 86% for five critical band scores. The potential use of the online vocabulary-screening test for measuring international students’ English language proficiency is discussed in terms of reliability, validity, speed, usability and cost-effectiveness in onsite and offshore testing conditions. 相似文献
10.
Christopher Wheadon Patrick Barmby Brian Henderson 《Assessment in Education: Principles, Policy & Practice》2020,27(1):46-64
ABSTRACTWriting assessment is a key feature of most education systems, yet there are limitations with traditional methods of assessing writing involving rubrics. In contrast, comparative judgement appears to overcome the reliability issues that beset the assessment of performance assessment tasks. The approach presented here extends previous work on comparative judgement by directly involving teachers in a large number of schools in the judging of young pupils’ writing. To ensure quality control the process incorporated a process of ‘anchoring’ that ensured that teachers could not artificially inflate their own pupils’ scores. The approach was used to assess the writing of 55,599 primary pupils in England in 2017–2018. Overall, the results showed that a comparative judgement approach to writing incorporating anchoring shows promise in providing a fair and robust large-scale method to assess writing. 相似文献
11.
Rebecca Treiman Jacqueline Hulslander Richard K. Olson Erik G. Willcutt Brian Byrne Brett Kessler 《Scientific Studies of Reading》2013,17(5):437-444
ABSTRACTWe examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems. 相似文献
12.
《The Journal of educational research》2012,105(6):482-492
ABSTRACT Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships. 相似文献
13.
Elizabeth Schaughency Sebastian Suggate Elaine Reese 《Australian Journal of Learning Difficulties》2017,22(2):109-132
AbstractWe examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell. 相似文献
14.
ABSTRACTUniversity settings present a unique opportunity for young adults to develop characteristics constitutive of wisdom. One challenge for educators working to support this development involves effectively measuring these characteristics. In this article, we present results from a secondary analysis of cognitive interviews to examine challenges that may arise when young adult undergraduate students respond to self-report measures of Meaning, Identification with all Humanity and Dedication to Lifelong Service—three characteristics of personality-focused accounts of wisdom. Although the items had well-fitting exploratory and confirmatory latent variable models, between 12.5% and 87.5% of students (n = 8 for each item) provided unintended interpretations for each item. This mismatch between students’ interpretations and the intended interpretations can threaten item validity and obfuscate findings from applications such as pre-post assessments. Further research is needed to better understand the factors affecting young adults’ responses to measures of wisdom-relevant characteristics. 相似文献
15.
Zack K. De Piero 《高等教育研究与发展》2019,38(1):170-184
ABSTRACTIn surveys and semi-structured interviews, Graduate Teaching Assistants (GTAs) discussed the role of reading in their first-year composition (FYC) courses infused with ‘writing about writing’ and ‘teaching for transfer’ perspectives. Three transformative reading lenses played a pivotal role in instructors’ pedagogies – deconstructing genres, situating texts in discourse communities, and reading like a writer – that each embody a paramount threshold concept in Writing Studies: writing is a social and rhetorical activity. GTAs’ responses indicate that these transformative reading lenses facilitate students’ ability to make reading-writing connections. When students engage texts through these lenses, the act of reading becomes a tool for shaping students’ current and future writing development. 相似文献
16.
Terry A. Veling 《Religious education (Chicago, Ill.)》2013,108(2):206-222
This article seeks to show that the practices teachers and students engage in—reading, writing, reflection, conversation, teaching, learning—can be spiritually formative. The first part, “Listening to the Voices of the Pages,” explores the monastic approach to reading known as lectio divina, and my own efforts to transpose this ancient method of reading into a twenty-first-century classroom. The second part, “Combining the Letters,” explores the creative power of words to name and bring forth life, and my own efforts to encourage and inspire students to write. 相似文献
17.
Russell Gersten Rebecca Newman-Gonchar Joseph Dimino Madhavi Jayanthi 《Journal of research on educational effectiveness》2020,13(2):401-427
AbstractThis 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
18.
19.
Jacob D. Downs Kathleen A. J. Mohr Tyson S. Barrett 《The Journal of educational research》2020,113(2):120-132
AbstractDyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15?minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students’ reading development without eroding their perceptions of themselves as readers. 相似文献
20.
《The Journal of educational research》2012,105(5):327-341
ABSTRACT This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students’ acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological awareness, alphabet knowledge, and word reading. Results of this study showed students in both the interactive writing group and the writing workshop group demonstrated significant growth over time for each of the three outcome measures, with no statistically significant difference between groups for any of the outcome measures at any of the time points. This study provides evidence that, when consistently implemented during the first 16 weeks of kindergarten, interactive writing and writing workshop are equally effective in promoting acquisition of early reading skills. 相似文献