Developmental Relations Between Reading Comprehension and Reading Strategies     

Marloes M. L. Muijselaar  Nicole M. Swart  Esther G. Steenbeek-Planting  Mienke Droop  Ludo Verhoeven  Peter F. de Jong 《Scientific Studies of Reading》2017,21(3):194-209

We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading fluency, vocabulary, and working memory. The results showed that there was a unique effect of reading strategies on reading comprehension, and also of reading comprehension on reading strategies.  相似文献   

Scaling up sexuality education in Senegal: integrating family life education into the national curriculum     

Katie Chau  Aminata Traoré Seck  Venkatraman Chandra-Mouli  Joar Svanemyr 《Sex education》2016,16(5):503-519

In Senegal, school-based sexuality education has evolved over 20 years from family life education (FLE) pilot projects into cross-curricular subjects located within the national curriculum of primary and secondary schools. We conducted a literature review and semi-structured interviews to gather information regarding the scale and nature of FLE scale-up. Data were analysed using the ExpandNet/WHO framework, conceptualising scale-up from a systems perspective as composed of interrelated elements and strategic choices. Key enabling factors that facilitated the scale-up of FLE included (1) programme clarity, relevance and credibility; (2) programme adaptability to young people’s evolving sexual and reproductive health priorities; (3) the engagement of a strong and credible resource team comprising government and civil society agencies; (4) a favourable policy environment; and (5) deliberate strategic choices for horizontal and vertical scale-up. Barriers included sociocultural conservatism that creates resistance to content areas deemed to be culturally sensitive, resulting in partial scale-up in terms of content and coverage, as well as structural barriers that make it difficult to find space in the curriculum to deliver the full programme. Lessons learned from Senegal’s experience can strengthen efforts to scale-up school-based sexuality education programmes in other culturally conservative low- and middle-income countries.  相似文献   

Here’s how to do therapy: hands‐on core skills in speech‐language pathology     

Katie Walker‐Smith 《International Journal of Disability, Development & Education》2008,55(1):91-92

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Challenges to decision theory     

Katie Steele 《Metascience》2010,19(3):449-451

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Outcomes in Cardiopulmonary Physical Therapy: Sickness Impact Profile     

Sheronda Bowers  Katie Cannizzaro  Jessica Gregus  Quanteria Scott  Jane Eason 《Cardiopulmonary Physical Therapy Journal》2009,20(1):19-24

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The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study     

Katie Lam  Xi Chen  Esther Geva  Yang C. Luo  Hong Li 《Reading and writing》2012,25(8):1847-1872

The present study examined the development of morphological awareness and its contribution to vocabulary and reading comprehension among young Chinese-speaking English language learners (ELLs). We focused on two aspects of morphological awareness: derivational awareness and compound awareness. Participants included 46 kindergarteners (younger cohort) and 34 first graders (older cohort) of Chinese descent in Canada at the beginning of the study. Children were administered a battery of English measures including derivational awareness, compound awareness, phonological awareness, receptive vocabulary, and reading comprehension at two time points spaced 1?year apart. Results demonstrated a steady growth in Chinese-speaking ELL children??s derivational and compound awareness from kindergarten to Grade 2. Importantly, for the first graders, morphological awareness accounted for unique variance in vocabulary concurrently, and unique variance in both vocabulary and reading comprehension a year later. Generally speaking, the variance explained by morphological awareness increased with grade level, and derivational awareness accounted for more variance in vocabulary and reading comprehension than did compound awareness. These results underscore the emerging importance of morphological awareness, especially derivational awareness, in young Chinese-speaking ELL children??s English reading development.  相似文献   

Persons Living with HIV: Disclosure to Sexual Partners     

Mike Allen  Lindsay Timmerman  Katie Ksobiech  Kathleen Valde  Elizabeth Babin Gallagher  Laura Hookham 《Communication Research Reports》2013,30(3):192-199

A central concern of persons in HIV education and prevention is whether a person testing positive tells sexual partners of this result. An accumulation of 51 studies across twenty years reveals that 40% of persons testing positive for HIV antibodies did not reveal this result to sexual partners (5287/8854). The impact of various factors (age, gender, date of the study, time since diagnosis, nature of the diagnosis, and sexual orientation) received consideration.  相似文献   

The Role of Demographics as Predictors of Successful Performance of Sales Professionals in Business‐to‐Business Sales Organizations     

Michael G. Frino  Katie P. Desiderio 《Performance Improvement Quarterly》2013,25(4):7-21

The purpose of this study was to examine the impact demographic variables of gender and sales experience have on the performance of business‐to‐business (B2B) sales professionals. If a deeper understanding can be established of how gender and sales experience variables relate to B2B sales performance, human resource development (HRD) and human performance improvement (HPI) professionals can use these indicators during the hiring and selection process. This article reports findings of the study and offers implications to the field of HRD and HPI.  相似文献   

Idiomatic Communication in the Stages of Coming Together and Falling Apart     

Katie Neary Dunleavy  Melanie Booth-Butterfield 《Communication quarterly》2013,61(4):416-432

Idiomatic communication is a strategic and unique form of communication that is indicative of a close relationship. The purpose of this study was to investigate the relationship between idiomatic communication with solidarity and satisfaction to validate Social Penetration Theory using Knapp's stages of escalation and de-escalation. The results of the study (N = 275) found that couples in de-escalation stages report less idioms, and use idioms with less frequency, than couples in the escalation stages. Couples in de-escalating stages use confrontation, nickname, and teasing insult idioms with more negative effects than escalating couples. Finally, the use of idiomatic communication is significantly related to solidarity and relational satisfaction.  相似文献   

Editorial     

Katie McNulty 《International Journal of Lifelong Education》2013,32(1):1-2

The purpose of this research was to determine whether or not a hypothesized Institutional orientation existed as a a learner orientation distinct from those previously identified by Houle (Goal, Activity, Learning) and Burgess (Religious). And if it exists, to what extent it played a significant role in determining the participatory behaviour of adult learners in three different adult education institutions (local church, community college, Red Cross). The data obtained from the 30‐item composite instrument (Reasons for participation in learning activities) were submitted to a one‐way ANOVA, the Scheffe‘t‐test and chi‐square analysis. The results indicated that the Institutional orientation does exist as a distinct adult learner orientation. Chi‐square analysis of the data indicated that the church‐sponsored group was significantly different from the other two groups in the degree to which the Institutional orientation of the adults affected participation, and in the reported degree of commitment to the sponsoring institution, as well as the reported frequency of attendance at educational activities sponsored by the institution. It was concluded that the Institutional orientation does play a significant role among some adult participants. Further, that sociological aspects of the study of adult participation need to be considered if we are to understand fully all of the dynamics at work that precipitate and sustain participation in voluntary educational activities.  相似文献