Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children   总被引：2，自引：0，他引：2  

Kyle FE  Harris M 《Journal of deaf studies and deaf education》2006,11(3):273-288

Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed.  相似文献   

Rhetorical counteraction in Kenneth Burke's A Rhetoric of Motives and The War of Words     

Kyle Jensen 《Quarterly Journal of Speech》2018,104(4):384-399

However esoteric Kenneth Burke's A Rhetoric of Motives seems at first glance, it remains highly relevant to our contemporary moment. As a philosophy of rhetoric that centers on the nature of human conflict, it helps audiences interpret the vicissitudes of political warfare with greater precision and insight. The value of A Rhetoric of Motives becomes even more apparent in light of its recently discovered second volume, The War of Words. Together, these two volumes offer a novel method of rhetorical counteraction that helps specialist and non-specialist audiences redress the threat of nationalistic war. Burke's approach to rhetorical counteraction is distinguished by the study of rhetorical devices across history. By approaching these devices systematically, Burke believed he could help his audience reframe their attitude toward evolving political events. The purpose of this article is to present a thorough account of Burke's method so that it can enrich how we teach and engage in public deliberation today.  相似文献   

Strategies for Increasing Faculty Involvement in Institutional or Program Assessment     

LeAnn Caudle  James O. Hammons 《Community College Journal of Research & Practice》2018,42(1):49-61

This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in student learning outcomes assessment. Prior research documented the need for more community college faculty involvement with assessment at the program and institutional levels (Grunwald & Peterson, 2003; Kinzie, 2010; Nunley, Bers, & Manning, 2011); however, little research had been published about faculty experiences with assessment at these levels. This study adds to the body of literature about community college faculty participation with assessment by sharing the perspectives of faculty members who had participated with either program or institutional assessment on their campus. One-hour semi-structured interviews with nine participants at three different 2-year institutions recognized for their assessment processes provided the data for the study. The size of this study was limited to nine participants so that an in-depth exploration of each participant’s experience with assessment could be conducted. The shared experiences of the participants in this study revealed that faculty involvement with assessment beyond the course level was primarily influenced by faculty perception of assessment being valued as a tool for institutional improvement. Three indicators of the value placed on assessment by these institutions were that they: (a) allocated resources (time and training) for assessment, (b) clearly articulated the goals of assessment at their institution, and (c) demonstrated how assessment results were used in institutional decision-making. This study also revealed that faculty members’ prior experience working with assessment and individual skills or abilities also influenced decisions to become involved with assessment.  相似文献   

Test–retest reliability of the Tekscan® F-Scan® 7 in-shoe plantar pressure system during treadmill walking in healthy recreationally active individuals     

Kyle Patrick 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(1):83-97

In-shoe plantar pressure systems are commonly used in clinical and research settings to assess foot function during functional tasks. Recently, Tekscan® has updated their F-Scan® in-shoe plantar pressure system; however, this system’s test–retest reliability has not been established. Therefore, the purpose of this study was to determine the test–retest reliability of the F-Scan® 7 system in recreationally active individuals during treadmill walking. Seventeen healthy adults completed 2 sessions of treadmill walking. For each session, participants were fitted for shoes and pressure insoles and walked on a treadmill at a self-selected pace for 30 s. Following the sessions, the test–retest reliability peak pressure, pressure time integral, average pressure and pressure contact area over 4 regions of the foot (heel, mid-foot, forefoot and toes) was assessed by calculating intraclass coefficients (ICC 2,k) and coefficient of variation percentage (CoV%). Pressure contact area consistently had the highest ICCs and lowest CoV% (ICCs: 0.91–0.98; CoV%: 2.7–7.8%). Whereas, the forefoot and toe regions had the highest ICCs for all 4 measures (ICCs: 0.83–0.98; CoV%: 3.1–13.4%). During treadmill walking in healthy recreationally active individuals, the reliability of the new Tekscan F-Scan® ranged from poor to high and was dependent on the measure and region of the foot.  相似文献   

Editorial: What are the implications of shifting the focus of education from teaching to access,equity, learning,and technology?     

William C. Kyle   《科学教学研究杂志》1997,34(8):769-771

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Valuing scholarship's essential paradigmatic differences and inherent contradictions: A rejoinder to Wallace and Louden     

William C. Kyle  Stephen M. Caliendo 《科学教学研究杂志》1997,34(4):323-325

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Biomechanical analysis of the different classifications of the Functional Movement Screen deep squat test     

Butler RJ  Plisky PJ  Southers C  Scoma C  Kiesel KB 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(4):270-279

The purpose of this study is to examine the peak sagittal plane joint angles and joint moments of the lower extremity during the deep squat (DS) movement of the Functional Movement Screen (FMS) to assess differences between the classifications (1,2,3). Twenty-eight participants volunteered for the study and were screened to assess their FMS score on the DS task. All participants underwent a quantitative movement analysis performing the FMS DS movement at a self-selected speed. The participants in Group 3 exhibited greater dorsiflexion excursion compared to those in Group 1. Participants in Group 3 had greater peak knee flexion and knee flexion excursion than those in Group 2 who exhibited more than the participants in Group 1. Group 3 also exhibited a greater peak knee extension moment compared to Group 1. At the hip, Groups 3 and 2 exhibited greater peak hip flexion, hip flexion excursion and peak hip extension moment compared to Group 1. Thus, it appears that individuals who score differently on the deep squat as determined by the FMS exhibit differences in mechanics that may be beneficial in assessing strategies for interventions. Future research should assess how fundamental changes in mobility and stability independently affect DS performance.  相似文献   

Untracking science education     

William C. Kyle 《科学教学研究杂志》1998,35(10):1065-1067

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Kinematic and kinetic differences between left-and right-handed professional baseball pitchers     

Alek Z. Diffendaffer  Glenn S. Fleisig  Brett Ivey  Kyle T. Aune 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):448-455

While 10% of the general population is left-handed, 27% of professional baseball pitchers are left-handed. Biomechanical differences between left- and right-handed college pitchers have been previously reported, but these differences have yet to be examined at the professional level. Therefore, the purpose of this study was to compare pitching biomechanics between left- and right-handed professional pitchers. It was hypothesised that there would be significant kinematic and kinetic differences between these two groups. Pitching biomechanics were collected on 96 left-handed pitchers and a group of 96 right-handed pitchers matched for age, height, mass and ball velocity. Student t-tests were used to identify kinematic and kinetic differences (p < 0.05). Of the 31 variables tested, only four were found to be significantly different between the groups. Landing position of the stride foot, trunk separation at foot contact, maximum shoulder external rotation and trunk forward tilt at ball release were all significantly greater in right-handed pitchers. The magnitude of the statistical differences found were small and not consistent with differences in the two previous, smaller studies. Thus, the differences found may be of minimal practical significance and mechanics can be taught the same to all pitchers, regardless of throwing hand.  相似文献