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Too often young children are hurried into formal academic tasks before they are ready. This push for abstract reading and
writing skills in early childhood settings can actually inhibit young children's language development. However, teachers who
allow children to naturally acquire reading and writing provide a print-rich environment that encourages experimentation with
language. 相似文献
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This study examined two screening instruments designed to measure phonemic awareness (Test of Auditory Analysis Skills‐TAAS and Yopp‐Singer Test of Phoneme Segmentation). Participants included 25 second‐semester kindergarten children who were administered both instruments. The dependent measure (the STAR Reading Test) was administered in February of their First‐Grade year. The investigation was designed to determine if these instruments are both evaluating the same skills and identify which was more effective in predicting success in reading near the end of First Grade. The children's scores from the Yopp‐Singer and the TAAS were correlated (r=0.56, p<0.01) and so were the scores between the TAAS and STAR (r=0.51, p<0.01). Comparison of scores between the Yopp and the STAR produced non‐significant results (r=0.31). Although the TAAS produced a higher correlation with reading achievement than the Yopp‐Singer, the difference between these two measures failed to reach significance (t=1.16). Implications of these findings, along with possible explanations of the results, are discussed. 相似文献
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Jerry Willis Ann Thompson William Sadera 《Educational technology research and development : ETR & D》1999,47(4):29-45
Within the context of a brief history of information technology in teacher education (ITTE), current research on ITTE is reviewed.
It is argued that ITTE research can be categorized into three paradigms: empirical, critical, and interpretive. The need for
a clear, multi-paradigmatic approach for future work is emphasized. Examples of exemplary work are cited. Conclusions suggest
needs for more sharing of information of “islands of excellence” in work on technology in teacher education, more case studies
on diffusion of innovation, more emphasis on bias-related findings from critical theory, and more development and dissemination
of resources and tools for using technology effectively in teacher education. Recommendations for further work in the area
also include emphasizing instructional design (ID) work to create innovations and recognizing the need for grounded, reflective
papers on innovative approaches that have been implemented and studied over several years. 相似文献
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This article covers the history and organisation of the American Statistics Poster Competition, and gives our view of what a statistical poster is. 相似文献