The relationship between dyslexia and Meares‐Irlen Syndrome     

Isla Kriss  Bruce J.W. Evans 《Journal of Research in Reading》2005,28(3):350-364

Meares‐Irlen Syndrome (MIS) is characterised by symptoms of visual stress and visual perceptual distortions that are alleviated by using individually prescribed coloured filters. Coloured overlays (sheets of transparent plastic that are placed upon the page) are used to screen for the condition. MIS is diagnosed on the basis of either the sustained voluntary use of an overlay or an immediate improvement (typically of more than 5%) on the Wilkins Rate of Reading Test (WRRT). Various studies are reviewed suggesting a prevalence of 20–34% using these criteria. Stricter criteria give a lower prevalence: for example, 5% of the population read more than 25% faster with an overlay. It has been alleged that MIS is more common in dyslexia, but this has not been systematically investigated. We compared a group of 32 dyslexic with 32 control children aged 7–12 years, matched for age, gender and socio‐economic background. Participants were tested with Intuitive Overlays, and those demonstrating a preference had their rate of reading tested using the WRRT with and without their preferred overlay. Both groups read faster with the overlay, and more so in the dyslexic group. ANOVA revealed no significant effect of group, but a significant improvement in WRRT with overlay (p=0.009) and a significant interaction between group and overlay (p=0.031). We found a similar prevalence of MIS in the general population to that in previous studies and a prevalence in the dyslexic group that was a little higher (odds ratio for >5% criterion: 2.6, 95% confidence limit 0.9–7.3). The difference in prevalence in the two groups did not reach statistical significance. We conclude that MIS is prevalent in the general population and possibly a little more common in dyslexia. Children with dyslexia seem to benefit more from coloured overlays than non‐dyslexic children. MIS and dyslexia are separate entities and are detected and treated in different ways. If a child has both problems then they are likely to be markedly disadvantaged and they should receive prompt treatments appropriate to the two conditions. It is recommended that education professionals as well as eye‐care professionals are alert to the symptoms of MIS and that children are screened for this condition, as well as for other visual anomalies.  相似文献   

Language development in mongols     

T D Evans 《Special education: forward trends》1974,1(4):23-25

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The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results     

Kristin Altmeyer  Sebastian Kapp  Michael Thees  Sarah Malone  Jochen Kuhn  Roland Brünken 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):611-628

Learning with hands-on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet-based AR application has been developed to support learning from hands-on experiments in physics education. Real-time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR-supported and a matching non-AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR-supported lab work.  相似文献   

The Development of Teacher Knowledge in Support of Student Mathematical Inquiry     

David Slavit  Kristin Lesseig 《PRIMUS》2017,27(1):58-74

Abstract

Applying the Mathematical Knowledge for Teaching framework, we discuss the components of teacher knowledge that might be useful in supporting mathematical inquiry, and examine ways in which we strive to develop this knowledge within a middle grades mathematics program for undergraduate students who are prospective teachers. Using sample activities from multiple courses in the program, we offer general principles of instruction for supporting mathematical inquiry at all grade levels. We contend that an awareness and application of the multiple facets of mathematical knowledge for teaching can be critical to supporting mathematical inquiry across the K-16 spectrum.  相似文献   

Resilience in Context: A Brief and Culturally Grounded Measure for Syrian Refugee and Jordanian Host‐Community Adolescents          下载免费PDF全文

Catherine Panter‐Brick  Kristin Hadfield  Rana Dajani  Mark Eggerman  Alastair Ager  Michael Ungar 《Child development》2018,89(5):1803-1820

Validated measures are needed for assessing resilience in conflict settings. An Arabic version of the Child and Youth Resilience Measure (CYRM) was developed and tested in Jordan. Following qualitative work, surveys were implemented with male/female, refugee/nonrefugee samples (N = 603, 11–18 years). Confirmatory factor analyses tested three‐factor structures for 28‐ and 12‐item CYRMs and measurement equivalence across groups. CYRM‐12 showed measurement reliability and face, content, construct (comparative fit index = .92–.98), and convergent validity. Gender‐differentiated item loadings reflected resource access and social responsibilities. Resilience scores were inversely associated with mental health symptoms, and for Syrian refugees were unrelated to lifetime trauma exposure. In assessing individual, family, and community‐level dimensions of resilience, the CYRM is a useful measure for research and practice with refugee and host‐community youth.  相似文献   

Is anyone out there listening? Explaining low reciprocal interactivity during televised lessons in a developing country context     

Rinelle Evans 《Learning, Media and Technology》2004,29(1):7-23

In face‐to‐face teaching, the educator is able to directly mediate learning and gauge the level of the learners’ English proficiency. Teleteaching makes this virtually impossible, as learners are invisible and thus immediate intervention in learning or estimations of proficiency are much more difficult to achieve. TELETUKS Schools1 TUKS is the original name of the university given in 1908 (Transvaal Universiteits Kollege) and the nickname by which the institution is commonly known in popular parlance. View all notes—a community project of the University of ­Pretoria—aims to assist Grade 12 learners prepare for their final examinations via interactive, televised lessons in key subjects. This article seeks to explain why learners refrain from participating during educational transmissions even though technology permits bi‐directional audio links. Understanding why viewers are reluctant to interact during transmissions could help educationists exploit the unique instructional potential of television, especially in remote areas of developing countries or where resources are severely limited. The results of a questionnaire survey conducted during a TELETUKS winter school (2002) suggest that limited language skills and the medium of instruction (English)—compounded by the nature and complexities of the medium—are possible reasons why the anticipated learner‐presenter interaction remains exceptionally low. This exploratory study also shows that further research in the form of in‐depth participant interviews; direct observation of learner participation and content analysis of televised lessons ought to establish the deeper, underlying reasons for low interactivity.  相似文献   

Component skills affecting elementary students’ informational text comprehension     

Meghan D. Liebfreund  Kristin Conradi 《Reading and writing》2016,29(6):1141-1160

This study was conducted to examine the factors that influence informational text comprehension and to determine how these vary for students with higher and lower component skills. The sample included 177 students in grades 3–5. Regression analyses were used to predict informational text comprehension with decoding efficiency, vocabulary knowledge, prior knowledge, and intrinsic motivation. This model, that also included age and grade as control variables, explained 62.5 % of the variance in informational text comprehension. Each component skill explained unique variance, and vocabulary knowledge accounted for the largest portion. Next, we examined whether the factors contributed differently to informational text comprehension for students with higher and lower component skills. Overall, the regressions were better predictors for students with higher than those with lower component skills. For students with lower component skills, motivation and vocabulary were consistent predictors, whereas vocabulary and decoding efficiency were consistent predictors for students with higher component skills. The findings indicate multiple factors are important for informational text comprehension, particularly vocabulary, and research should examine this topic for different types of readers.  相似文献   

Impact of sustained professional development in STEM on outcome measures in a diverse urban district     

Robert M. Capraro  James Joseph Scheurich  Meredith Jones  Jim Morgan  Kristin Shawn Huggins 《The Journal of educational research》2016,109(2):181-196

Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.  相似文献   

Confirmatory factor analyses comparing parental involvement frameworks with secondary students          下载免费PDF全文

Kristin Duppong Hurley  Matthew C. Lambert  Stacy‐Ann A. January  Jacqueline Huscroft D'Angelo 《Psychology in the schools》2017,54(9):947-964

Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three‐domain conceptualization of parental involvement including school‐based involvement, home‐based involvement, and academic socialization, compared to a more nuanced six domain conceptualization school‐based (1) school/parent communication, (2) attending school activities, home‐based (3) home activities, (4) homework help, academic socialization, (5) parent–child communication about education, and (6) parental aspirations for child's education. When comparing the fit among the models, the six‐factor model had best fit indices and indicated varied correlations among the subdomains. The six‐factor model allowed for more nuanced variations among the subdomains that may be helpful when assessing parental involvement with high school students.  相似文献   

Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children     

Mary Ann Evans  Michelle Bell  Deborah Shaw  Shelley Moretti  Jodi Page 《Reading and writing》2006,19(9):959-989

In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph  相似文献