Making the right connections: Differential effects of reading intervention for subgroups of comprehenders     

Kristen L. McMaster  Paul van den Broek  Christine A. Espin  Mary Jane White  David N. Rapp  Panayiota Kendeou  Catherine M. Bohn-Gettler  Sarah Carlson 《Learning and individual differences》2012,22(1):100-111

The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General) or one literal condition (“Who, What, Where, When” or W-questioning). Teachers delivered the interventions for 20–30 min, 2–4 times per week, for 8–10 weeks. All readers made reliable pre- to posttest comprehension gains as measured by story recall (ps < .001 to .04). Differential effects for intervention were found between two subgroups of struggling comprehenders—elaborators and paraphrasers. Elaborators benefited more than paraphrasers from Causal questioning (d = .86) whereas paraphrasers benefited more than elaborators from General questioning (d = 1.46). These findings suggest that identifying subgroups is important in developing and evaluating the effectiveness of reading comprehension interventions.  相似文献   

Developing the capacity of teacher‐librarians to meet the diverse needs of all schoolchildren: Project ENABLE     

William N. Myhill  Renee Franklin Hill  Kristen Link  Ruth V. Small  Kelly Bunch 《Journal of Research in Special Educational Needs》2012,12(4):201-216

US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher‐librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person‐first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011–2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.  相似文献   

A comparison of eye-gaze and standard response mode on the PPVT-R     

Mary M. Spillane  Kristen K. Ross  Stanley F. Vasa 《Psychology in the schools》1996,33(4):265-271

The Peabody Picture Vocabulary Test-Revised was adapted to allow for the use of eye-gaze as a response mode. The purpose of this study was to determine whether a change in response mode altered test scores. Eighty children, aged 8–12 and without known motor or communication disabilities, completed both the adapted and standard forms of the test. Administration was counter balanced for form of PPVT-R and order of administration. No significant difference in standard scores was found between the eye-gaze and standard response modes. The reliability of interpretation of eye-gaze responses across examiners was 97.72%. © 1996 John Wiley & Sons, Inc.  相似文献   

Friend or Foe? Perceptions of Qatar in the Israeli Online General and Sports Press     

Yair Galily  Moran Yarchi  Tal Samuel-Azran  Rona Cohen 《Journal of Intercultural Communication Research》2016,45(5):437-448

The current paper is looking into the way in which Qatar’s investment in sport, both directly and indirectly, is being perceived by the Israeli press. In order to accomplish the task set above, a content analysis of Qatar’s media coverage in the Israeli online press was conducted. Our analysis includes 1199 articles appearing in the mainstream online Israeli press and the findings point out to an interesting trend; there are significant differences between sport related stories, which present a political context and those who do not deal with politics which are significantly more supportive of Qatar.  相似文献   

Tour de France Champions born or made: where do we take the genetics of performance?     

Colin N. Moran  Yannis P. Pitsiladis 《Journal of sports sciences》2017,35(14):1411-1419

ABSTRACT

Cyclists in the Tour de France are endurance specialists. Twin and family studies have shown that approximately 50% of the variance in a number of performance-related phenotypes (whether measured at baseline, i.e., natural talent, or in response to training) including those important to cycling can be explained by genetic variation. Research into the specific genetic variants that are responsible has identified over 200 genes containing common genetic variants involved in the genetic predisposition to physical performance. However, typically these explain only a small portion of the variance, perhaps 1–2% and collectively they rarely explain anything approaching the 50% of the variance identified in the twin and family studies. Thus, there is a gap in our understanding of the relationship between heritability and performance. This gap may be bridged by investigation of rare variants or epigenetic variation or by altering study designs through increased collaborations to pool existing cohorts together. Initial findings from such efforts show promising results. This mini-review will touch on the genetics and epigenetics of sporting performance, how they relate to cyclists in the Tour de France and where best future efforts may be directed as well as discuss some preliminary research findings.  相似文献