Reading-related behavioral characteristics of chinese children with dyslexia: The use of the teachers’ behavior checklist in Hong Kong     

David?W.?ChanEmail author  Connie?Suk-Han?Ho  Suk-Man?Tsang  Suk-Han?Lee  Kevin?K.?H.?Chung 《Annals of dyslexia》2003,53(1):300-323

Primary school teachers rated the frequency of occurrence of 65 reading-related behavioral characteristics of Grade 1 to Grade 6 Chinese school children in Hong Kong. An item factor analysis based on ratings on 554 students yielded two major dimensions of behavioral characteristics on reading and writing problems, and sequencing and spatial difficulties. In predicting the literacy and cognitive skills of a separate sample of 184 school children, gender, age, and the two empirical scales developed on the basis of factor analysis were used as predictors in regression analyses. The findings indicated that reading and writing problems emerged as the most predominant predictor of various literacy and cognitive deficits. The two mean scores of behavioral characteristics for children with dyslexia were significantly elevated as compared with those for children without dyslexia. Implications of the findings for screening dyslexia and predicting specific cognitive deficits using classroom-based behavior checklists are discussed.  相似文献   

Integrating Research Proposals Into a Field Seminar: Feedback From Students     

Connie L. Kvarfordt  Irene Carter  Wansoo Park  Sung Hyun Yun 《Journal of Teaching in Social Work》2013,33(5):545-563

Teaching research to social work students continues to be the topic of an ongoing dialog within the profession. The literature suggests that some form of a “real-world” or “hands-on” learning opportunity has many benefits for teaching a subject that students often are reluctant to engage in. Using online survey methods, researchers gathered feedback from graduate students and their field supervisors about their experience of completing a field seminar that integrated an agency-based research proposal as part of the course requirement. Although there were limitations to this approach, many of the same benefits of actually implementing research were reported by students who completed only a proposal.  相似文献   

Water Workout     

Connie Word 《Quest (Human Kinetics)》2013,65(2):108-109

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Student Responses to the Women's Reclamation Work in the Philosophy of Education     

Teresa Genevieve Wojcik  Connie Titone 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):32-44

Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought.  相似文献   

lol: new language and spelling in instant messaging     

Connie K. Varnhagen  G. Peggy McFall  Nicole Pugh  Lisa Routledge  Heather Sumida-MacDonald  Trudy E. Kwong 《Reading and writing》2010,23(6):719-733

Written communication in instant messaging, text messaging, chat, and other forms of electronic communication appears to have generated a “new language” of abbreviations, acronyms, word combinations, and punctuation. In this naturalistic study, adolescents collected their instant messaging conversations for a 1-week period and then completed a spelling test delivered over instant messaging. We used the conversations to develop a taxonomy of new language use in instant messaging. Short-cuts, including abbreviations, acronyms, and unique spellings were most prevalent in the instant message conversation, followed by pragmatic signals, such use of emoticons, emotion words, and punctuation, and typographical and spelling errors were relatively uncommon. With rare exceptions, notably true spelling errors, spelling ability was not related to use of new language in instant messaging. The taxonomy provides an important tool for investigating new language use and the results provide partial evidence that new language does not have a harmful effect on conventional written language.  相似文献   

Teacher inquiry into formative assessment practices in remedial reading classrooms     

Susan M. Brookhart  Connie M. Moss  Beverly A. Long 《Assessment in Education: Principles, Policy & Practice》2010,17(1):41-58

Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers’ own classrooms. This study describes the strategies they experimented with, their professional growth in formative assessment, and effects on students. All six teachers showed important professional growth, as indicated by their own reflections and also by their supervisor’s observations. In First Grade, at‐risk students assigned to these project teachers had increased reading readiness scores on one measure (DIBELS PSF) compared with at‐risk students assigned to non‐project teachers.  相似文献   

Psychotechnology as instructional technology: Systems for a deliberate change in consciousness     

Connie Hanson  David G. Gueulette 《Educational technology research and development : ETR & D》1988,36(4):231-242

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Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study     

Kevin K. H. Chung  Jason C. M. Lo  Connie S.-H. Ho  Xiaoyun Xiao  David W. Chan 《Annals of dyslexia》2014,64(3):222-247

This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers.  相似文献