Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties   总被引：1，自引：0，他引：1  

Justin C. Wise  Hye Kyeong Pae  Christopher B. Wolfe  Rose A. Sevcik  Robin D. Morris  Maureen Lovett  Maryanne Wolf 《Learning disabilities research & practice》2008,23(3):125-136

Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion.  相似文献   

‘What can I do to help?’: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations     

Margaret M. Quinlan  Benjamin R. Bates  Maureen E. Angell 《Journal of Research in Special Educational Needs》2012,12(4):224-233

This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors.  相似文献   

Reading fluency: The whole is more than the parts     

Katzir T  Kim Y  Wolf M  O'Brien B  Kennedy B  Lovett M  Morris R 《Annals of dyslexia》2006,56(1):51-82

This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming, and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition, and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension) whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support the multidimensional nature of fluency in which the whole is more than its parts.  相似文献   

Managing the consultant and the client: A two-handled crosscut saw     

Dorothy Earnest Turner  Maureen R. Connors 《Performance Improvement》1980,19(9):12-15

This article focuses on managing the client and the concultant with a performance appraisal process. The authors use their current practical experiences to consider the management of an effective client-consultant relationship. Dorothy writes from her perspective as a training director and user consultants and Maureen from her experience as an independent consultant providing management training and consulting services in the Metropolitan Washington area.  相似文献   

‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England     

Kate Greer  Heather King  Melissa Glackin 《British Educational Research Journal》2023,49(5):1088-1107

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.  相似文献