Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth     

Moura  Octávio  Pereira  Marcelino  Moreno  Joana  Simões  Mário R. 《Annals of dyslexia》2020,70(1):43-61

The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were not significantly correlated, and that NS predicts reading fluency (but not reading accuracy and spelling) beyond what is accounted for by PA. Although the majority of the children with developmental dyslexia have double deficit (62.4%), some children have a single phonological deficit (24.7%) or a single NS deficit (8.2%). Children with a double deficit were not more impaired in reading fluency, reading accuracy, and spelling than both single-deficit subtypes. In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized.

  相似文献   

Book reviews     

José A. Ibáñez-martín  Miguel Anxo Santos Rego  Clara Foucault-Mohammed  Martin McLean  Ryszard Pachocinski  Cream Wright 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(6):577-586

  相似文献   

Development of educational software for the teaching of telecommunication engineering by using MATLAB     

J. M. Rodríguez  V. González  J. E. González  C. Rueda  L. De Haro  C. Martín-Pascual 《European Journal of Engineering Education》2001,26(4):361-374

The characteristics of a set of software tools developed for teaching are exposed in this work. This package is designed for telecommunication engineering students in order to facilitate the study of applied electromagnetism and communication theory concepts: theoretical guided propagation, practical training in radiation and radiocommunication laboratory. The programs are made under a MATLAB environment which provides great capabilities for graphical purposes. The programs are designed as user-friendly and interactive tutorials and they can be used as a powerful tool for improving the teaching process.  相似文献   

Process of internationalization of business schools in Latin America: the case of EAESP/FGV,Brazil     

Freitas  Maria Ester de  Bertero  Carlos Osmar  Fleury  Maria Tereza Leme  Mariotto  Fábio Luiz  Silva  André Luis 《Tertiary Education and Management》2016,22(4):267-286

This article analyzes the theoretical and practical aspects of the academic internationalization process, through the main events and pathways developed over the 60 years of the EAESP/FGV, the São Paulo Business School of the Getulio Vargas Foundation (Brazil). A survey was conducted of former directors, coordinators of the main international programs and all school faculty (266 professors) about their training and international activities. EAESP/FGV has developed a diverse and consolidated international career, surpassing the activities related to teaching and student mobility. However, there are some opportunities to deepen internationalization as a strategic brand of the institution.  相似文献   

Social exclusion in EU lifelong learning policies: prevalence and definitions     

Elena Tuparevska  Rosa Santibáñez  Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(2):179-190

ABSTRACT

The aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union’s legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors.  相似文献   

Assessment of emotional intelligence in a sample of prospective Secondary Education Teachers     

Margarita Gutiérrez-Moret  Raquel Ibáñez-Martinez  Remedios Aguilar-Moya 《师资教育杂志》2016,42(2):123-134

In the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background.  相似文献   

An onto-semiotic approach to the analysis of the affective domain in mathematics education     

Pablo Beltrán-Pellicer  Juan D. Godino 《Cambridge Journal of Education》2020,50(1):1-20

ABSTRACT

A subject of growing interest in mathematics education is the affective domain and its effects on the teaching and learning processes, giving rise to different models of its components and conditioning factors. In this paper, we apply the ontological and semiotic categories from the Onto-Semiotic Approach (OSA) to research in mathematics education, to build an inclusive and systematic model to consider affective situations, practices, objects and processes, as well as the corresponding dualities: personal – institutional, ostensive – non-ostensive, extensive – intensive, unitary – systemic, expression – content. The dynamic character of affects (emotions, attitudes, beliefs and values) and their relations with the epistemic, cognitive, interactional and resources is modelled by the didactical configuration and didactical trajectory notions, theoretical tools which include the affective sub-configuration and sub-trajectory as key components. Another result obtained from this work is the revision of the indicators of affective suitability proposed in previous works.  相似文献   

The interactive effect of pro-environmental disciplinary concentration under cooperation versus competition contexts     

Esther Cuadrado  Rocío García  Bárbara Luque 《Environmental Education Research》2017,23(6):797-811

This research explores the relevance of cooperation and students’ environmental disciplinary concentration on decision-making with respect to environmental issues – specifically the use of water, a limited common-pool resource. For this purpose, 61 environmental sciences students and 46 educational sciences students played the role of farmers and made decisions about irrigating their fields in the simulation ‘Irrigania.’ Prior to the simulation exercise, participants were randomly assigned to an experimental condition (competition or cooperation). Results demonstrated that both a cooperation situation and students’ environmental disciplinary concentration are related to the use of more pro-environmental and less selfish irrigation strategies in the simulation. Moreover, high levels of cooperation were able to counteract the lack of students’ disciplinary concentration on environmental problems; inversely, high levels of disciplinary concentration on environmental problems were able to counteract the competitive situations. This study highlights the relevance of programs that provide learning of (1) cooperative contexts that may reinforce cooperative frameworks on which students could base their behaviors, and (2) broader disciplinary concentration related to environmental problems that could lead to students feeling powerful in respect of knowing how to act against those problems and, thus, behaving in less selfish ways, with positive implications for the planet.  相似文献   

Supporting Blended-Learning: tool requirements and solutions with OWLish     

Ainhoa Álvarez  Maite Martín  Isabel Fernández-Castro  Maite Urretavizcaya 《Interactive Learning Environments》2016,24(6):1176-1197

Currently, most of the educational approaches applied to higher education combine face-to-face (F2F) and computer-mediated instruction in a Blended-Learning (B-Learning) approach. One of the main challenges of these approaches is fully integrating the traditional brick-and-mortar classes with online learning environments in an efficient and flexible way. In this paper, we present a set of requirements to be met by a computer system in order to adequately support both students and teachers in a B-Learning context. Then, it defines a suitable conceptual architecture to meet the requirements, and the multi-agent implementation of the architecture. Next, it presents the evaluation of the functionality implemented. Finally some conclusions are drawn.  相似文献   

Key challenges and future directions for educational research on scientific argumentation          下载免费PDF全文

J. Bryan Henderson  Katherine L. McNeill  María González‐Howard  Kevin Close  Mat Evans 《科学教学研究杂志》2018,55(1):5-18

At the 2015 NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research Annual International Conference, a group of scholars held an extended pre‐conference workshop to discuss key challenges and future directions faced by argumentation researchers around the world. This wide‐ranging group of facilitators and participants represented varying perspectives and experiences with argumentation research. Learning artifacts from the workshop were collected and analyzed utilizing multiple qualitative coding techniques. Analysis of these artifacts revealed five major themes that emerged from the NARST workshop describing this group of scholars’ views on current issues and potential directions for the field of argumentation research. These themes center on: (i) establishing a classroom culture that values argumentation; (ii) how differing theoretical frameworks challenge how researchers communicate findings; (iii) the challenge of assessing various aspects of scientific argumentation in a valid and reliable fashion; (iv) pedagogical challenges in supporting student discourse and social collaboration; and (v) challenges concerning the professional development of teachers. Each of these themes is described using direct quotes from the workshop artifacts, and implications for future research in argumentation are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 5–18, 2018  相似文献