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Peter Neil Alex McEwen Karen Carlisle & Damian Knipe 《British Journal of Special Education》2001,28(4):174-181
School self-evaluation allows staff to review the quality of their work in relation to local contexts. In this article, Peter Neil, senior lecturer in education, Alex McEwen, professor of education, and Karen Carlisle and Damian Knipe, both research assistants in the Graduate School of Education at Queen's University, Belfast, discuss a research project focusing on the process of self-evaluation carried out by staff at a special school in Northern Ireland. The project involved the participants in the completion of a research journal over a four-week period. The authors describe the ways in which the outcomes of the project were fed back to staff and the impact the project had on a range of issues, including teaching and learning and the school's professional development agenda. 相似文献
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The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献
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Written stories of normally achieving and learning disabled children in grades one through three were compared, using a Handwriting Evaluation Scale designed for this study. The subjects also were given tests for receptive language, figure copying and spelling. The Non-LD and LD groups differed on figure copying, spelling and written productivity, but not receptive language. The Non-LD grade level groups differed significantly on two components of the handwriting scale (Letter Size and Control), while the LD grade level groups differed on three components (Letter Formation, Alignment and Spacing, and Letter Size). The most pronounced differences between the LD and normally achieving children were on Formation and Size. A separate analysis of the third grade stories revealed that handwriting was less related to productivity than spelling and visual-motor skills. Nevertheless, the results indicated that many LD students have weak visual-spatial-motor skills. Implications for intervention are discussed. 相似文献
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The purpose of this study is to examine factors that influence students’ reading of derived words. Recent research suggests that the lexical quality of a derived word depends on the familiarity of the word, its morphemic constituents (i.e., base word and affixes), and the frequency with which the base word appears in other words (i.e., members of the same word family or family frequency). On the premise that better and more experienced readers have higher quality lexical representations, we explore the extent to which accuracy of reading derived words by 4th and 6th graders is related to measures of familiarity, including derived and base word frequencies, family size, average family frequency, and word length. The results of an exploratory factor analysis indicated that these measures formed two factors, one representing morphemic constitution and the second representing exposure to the word family; both factors accounted for significant variance in the students’ derived word reading. Comparisons of sets of derived words contrasted on familiarity properties showed that performance on derived words, overall, is better for 6th than 4th graders and for good than poor readers. On the measures of family frequency and family size, there were significant discrepancies between grade level and reading ability and frequency characteristics. These add support to the view that morphemic analysis and wide reading experience contribute to derived word reading. 相似文献
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George W. Tressel Donald P. Buckelew John T. Suchy Patricia L. Brown Robert D.B. Carlisle Beverley Clarke 《Communication Booknotes Quarterly》2013,44(9):102-104
Bernard Rubin's Media, Politics &;amp; Democracy (New York: Oxford University Press, 1977- $8.00/4.00) Forrest P. Chisman's Attitude Psychology and the Study of Public Opinion (University Park: Pennsylvania State University Press, 1977—$13.50) Sidney Kraus, ed. The Great Debates: Kennedy vs. Nixon, 1960 (Bloomington: Indiana University Press, 1977—$17.50/5.95) Jean Schwoebel, Newsroom Democracy: The Case for Independence of the Press (Monograph Series No. 2, Iowa Center for Communication Study, School of Journalism, Yniversity of Iowa, Iowa City 52242—$2.50, paper) Rex Winsbury, New Technology and the Journalist (Thomson Foundation Editorial Study Centre, Thomson House, Cardiff, CF1 1WR, Great Britain-75p or about $1.25, paper) Laura Longley Babb, ed. The Editorial Page (Boston: Houghton-Mifflin, 1977 &;ndash;price not given, paper) Bob Roberts, for telling us about Magazine Studies Quarterly (MSQ Ltd., Box 2054, Muncie, Indiana 47302—about $5.00 per year for four issues) Morgan Harris and Patti Karp's How to Make News and Influence People (Blue Ridge Summit, Pa.: TAB Books, 1976—$7.95, with a paperback edition available, for which no price given) Alice Payne Hackett and James Henry Burke's 80 Years of Best Sellers: 1895-1975 (New York: R.R. Bowker, 1977—$14.95) Mort Walker's Backstage at the Strips (New York: A&;amp;W Publishers, Inc., 95 Madison Ave., New York, N.Y. 10016—$6.95, paper) Peter Haining's Terror: A History of Horror Illustrations from Pulp Magazines (New York: A&;amp;W Publishers, 1977—$12.50/6.95) 相似文献
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Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
| Joanne F. CarlisleEmail: |
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Theories of reading consider efficient world recognition a necessary if not sufficient condition for comprehension of texts; however, most studies of the word reading of reading disable (RD) studients have focused on accuracy, not speed. This paper reviews studies of the word-reading of RD or dyslexic students that include measures of reading speed. The results of the 17 studies are presented according to whether the RD students were matched with groups of the same chronological-age, or both. Overall, the results indicate that, regardless of the comparison group, RD students are slower at naming words and nonwords. The results of lexical decision tasks are les consistent, in part because of variations in methodology. Recommendations for effective measurement of word reading speed are given. 相似文献