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Twenty-eight middle school students, diagnosed as dyslexic and attending a school using the Slingerland approach to remediation of dyslexia, used a computer-based reading system for reading literature for about one-half hour a day for a semester. The system proved to be a strong compensatory aid, enabling 70 percent of the students to read with greater comprehension, approximately one grade level or more improvement, as measured by the Gray Oral Reading Test. For 40 percent of the students, the gains were large, from two to as much as five grade levels. However, not all students benefited. Fourteen percent showed lower comprehension scores when using the system, and there is some indication that this degradation is associated with kinesthetic-motor weakness. Some students reported gains in reading speed and exhibited increased span of attention for and endurance in reading when using the system. We did not find evidence that the computer-reader technology provided a positive remediation benefit incremental to that obtained from the school’s intensive Slingerland remediation program. Our results indicate that computer-readers are important compensatory aids that can enable many people with dyslexia to perform more effectively in reading-related tasks associated with school and work. 相似文献
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Sheri L. Peterson Jerome C. Weber William W. Trousdale 《Research quarterly for exercise and sport》2013,84(4):686-690
Abstract The problem under investigation was to determine if were distinguishing personality traits when women who compete in team sports were compared to women who compete in individual sports. The subjects were chosen from a selected group of 156 women AAU athletes and the 1964 United States Olympic team. Those women who agreed to take part in the study were sent a copy of Form A of the Sixteen Personality Factor Questionnaire, which was the instrument used to measure selected personality factors. Differences between groups were analyzed by means of the t test. The results indicated that women athletes who compete in individual sports rated higher on the personality factors of dominance, adventurousness, sensitivity, introversion, radicalism, and self-sufficiency and lower on the factor of sophistication when compared to women athletes who compete in team sports. No differences were found in the factors of sociability, intelligence, stability, surgency, conscientiousness, suspecting, guilt-proneness, high self-sentiment, or high ergic tension. 相似文献
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Teacher and school accountability systems based on high-stakes tests are ubiquitous throughout the United States and appear to be growing as a catalyst for reform. As a result, educators have increased the proportion of instructional time devoted to test preparation. Although guidelines for what constitutes appropriate and inappropriate test preparation exist, they are outdated and need revision. The current article proposes new guidelines within the framework of standards-based assessment. It also examines the test preparation practices in 32 third- and fifth-grade classrooms and examines the relationship between student test performance and test preparation activities using a two-level Hierarchical Linear Model. Instruction on tested objectives using items like those presented on the state test, decontextualized practice, and teaching test taking skills offered no student achievement benefit relative to general instruction on the state standards leading us to conclude that test preparation was not beneficial. 相似文献
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The paper examines whether television enriches a child's imagination, leads to distortions of reality, and whether adult mediation while a child views a program or immediately after can evoke constructive changes or stimulate make‐believe play. 相似文献