This study compared the performance of children with reading disability (RD) and normal reading achievement (NRA) on tasks
of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. The groups, composed of children
at two discrete age levels, one younger and one older, were matched for age, gender, and neighborhood school. Analyses of
the on-line measurement of the children’s serial rapid naming indicated that the children with RD had significantly larger
reaction times and production durations than their NRA peers despite similar levels of accuracy. They also performed significantly
worse on the categorical verbal fluency task, the letter-based word retrieval task, and the test of articulatory speed. The
findings suggest that both access and post-access processes, such as oral-motor inefficiency that extends the duration of
word production, may be implicated in the slower serial rapid naming that has typified many samples of children with RD.
This work was supported in part by Basil O’Connor Research Grant 5-340 from the March of Dimes Birth Defects Foundation, a
Scholarly and Creative Activity Award and sabbatical leave from California State University, Long Beach and grant #DCO 1904-01
from the National Institute on Deafness and Other Communication Disorders of the NIH to the first author. 相似文献
AbstractIn this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools, we strive to surface what drops from view. Taking ILEs to be sociomaterial assemblages, we work with empirical material and trace how they assemble and reassemble. The account is less concerned with what works in ILEs; rather, its focus is on their ‘workings’ as assemblages of relations and most particularly, affective relations. Thus, we explore two affective encounters involving school leaders, teachers and students showing the ways in which they position and are positioned within ILEs. The argument is made that the assemblage approach which is non-deterministic and relational affords new ways of understanding what ILEs are and how they work and who they work for. And, that attending to affective practice brings into view the micropolitics through which infrastructural shifts and infrastructural policy-making are made. 相似文献
Sixty preservice teachers participated in a program which allowed them to research one ethnic culture, to spend one day as a participant observer in the life of an ethnic family, and to explore the similarities and differences between cultures and within cultures based on their own experience and the feedback of experts. Students self‐reported quantitative gains in empathy, self‐development, understanding of the relevance of multiculturalism in education and confidence to teach the culturally different. Qualitative change in attitudes indicated a decrease in stereotypic thinking, greater understanding of ethnic parents and children and a willingness to make further contact with people from diverse cultures. Benefits to participating hosts are also discussed.相似文献
Anna Ling Pierce wrapped her arms around her two young sons, J. T. and Mike, as they watched a crowdof brightly clad runners warm up for the 1998 BostonMarathon. The sharp April wind stung Anna' s cheeksas she glanced upward, a hint of a smile on her face. Somehow 相似文献
Current printed courses of the Open universiteit (Ou) have been designed according to a variety of course models; for example the ‘learning unit model’ or the ‘textbook‐workbook model’ (van den Boom & Schlusmans 1991). Considering the potential of the ILCE approach (Valcke & Martens, this issue), one can imagine new and innovative course models that build on the interactivity and flexibility possibilities of such an environment An essential feature of the ILCE approach is that developers can consider student differences when designing and producing learning materials.
In this article we will explore the problem of adapting the delivery of learning materials to student characteristics in relation to a course based on ‘cases’ in the law domain. Two different study modes are researched: a study mode that starts with the theory and next moves to practical work with the cases versus a study mode that starts with the practical work and next moves to the theoretical base.
Two studies are presented. Within the exploratory study, the research questions focus on the potential interrelations between student characteristics and the preference/choice for one of the two study modes. From the results can be concluded that almost all students from the Open universiteit prefer a theory‐based study mode, because they have a relatively large amount of experience with this study mode and because they find it a successful study mode.
In the second study, an experimental design is adopted with students studying in one of four different conditions: two study modes of printed learning materials and two study modes of interactive learning materials. In contrast with the exploratory study students clearly indicate a more diverse preference for certain study modes. Students also differ in their preference for the delivery mode. However the more traditional study and delivery mode (theory‐based and printed learning material) remains more popular. Again this might again be due to the greater experience students have with this approach. Only two student characteristics are significantly related to opting for the practice‐based study mode: the experience level with a study mode and one's prior knowledge with the subject matter. Comparable results were detected regarding the preferred delivery mode: students with little prior knowledge more readily prefer a printed book, probably because they have a better overview. 相似文献
