The Reading–Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability     

Lana Edwards Santoro  Michael D. Coyne  Deborah C. Simmons 《Learning disabilities research & practice》2006,21(2):122-133

Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice.  相似文献   

The Open University history of medicine CD‐ROM     

Deborah Brunton 《Health information and libraries journal》2001,18(3):159-159

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The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning   总被引：2，自引：2，他引：0  

Michael Marquardt  Deborah Waddill 《Action Learning: Research and Practice》2004,1(2):185-202

Action learning has the ability to solve complex problems and to significantly increase the speed and quality of individual, team and organizational learning. Its theoretical base and relationship to adult learning orientations and the source of this power remain relatively unexplored. The authors conducted an extensive review of the literature in order to examine how each of the six critical components of an action learning program (namely; a problem or task, a group, the reflective inquiry process, action, learning, and an action learning coach) incorporates and applies five major adult learning schools (behaviorist, cognitivist, humanist, social and constructivist). An empirical example from the authors’ experience is presented to illustrate the extent and range in which action learning incorporates each of the five schools of adult learning.  相似文献   

IS THERE A QUEER PEDAGOGY? OR,STOP READING STRAIGHT   总被引：6，自引：0，他引：6  

Deborah P. Britzman 《Educational theory》1995,45(2):151-165

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Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students     

Juliet A. Baxter  John Woodward  Deborah Olson 《Learning disabilities research & practice》2005,20(2):119-135

Abstract. Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh‐grade, low‐track mathematics class. For one school year, we studied four low‐achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small‐group and whole‐class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature.  相似文献   

Practical Applications of Student Response Analysis     

Deborah M. Switzer  Michael L. Connell 《Educational Measurement》1990,9(2):15-17

What standard reports are included in TAP and SPP? What information is provided in item analysis output? How may teachers use the information in their instruction?  相似文献   

Native involvement in curriculum development: The native teacher as cultural broker     

June Deborah Wyatt 《Interchange》1978,9(1):17-28

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The National Standards Scene: NISO and related U.S. standards organizations     

Mary Ellen Jacob  Deborah L. Rings 《Publishing Research Quarterly》1988,4(3):11-19

Those entering the world of publishing standards for the first time may find it a baffling alphabet soup—with NISO, ANSI, BISG, IEEE, NIST, and ANSC floating on a broth bubbling with activity. Jacob and Rings sort out the acronyms, explaining what each of these groups does and how they interact. Mary Ellen L. Jacob, vice president for library planning at OCLC, is responsible for strategic planning activities regarding libraries and library services. Mrs. Jacob is also the board chair of the National Information Standards Committee. Deborah L. Rings, information analyst for library planning at OCLC, is responsible for identifying trends and factors relative to the library and information science areas, and for assessing their impact and potential impact on OCLC and its strategic planning processes.  相似文献   

Toward a safer playground     

Deborah M. Gordon 《Early Childhood Education Journal》1981,9(1):46-53

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Spatial and temporal matching ability among subgroups of disabled readers     

Deborah N. Bauserman  John E. Obrzut 《Contemporary educational psychology》1981,6(4)

Spatial and temporal matching abilities of 67 male and female fifth and sixth grade average (18) and severely disabled readers (49) were investigated. Subjects were classified according to the Boder Diagnostic Screening Procedure readers: dysphonetic, dyseidetic, and alexic. Results of the matching task indicated that average and dyseidetic readers were better able than dysphonetic and alexic readers to match purely temporal information. When order of difficulty among the spatial and temporal tasks was analyzed, dysphonetic and alexic readers demonstrated greater difficulty with temporal information. Matching abilities were found to be less related to integration ability than to an ability to sequence temporal information. The existence of possible memory and neurological correlates is discussed.  相似文献