Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective     

Nathalie J. Veenendaal  Margriet A. Groen  Ludo Verhoeven 《Scientific Studies of Reading》2016,20(3):189-202

The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from 4th to 6th grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In 5th grade, text reading prosody was related to prior decoding and reading comprehension, whereas in 6th grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal but dependent on grade level.  相似文献   

Confocal XRF depth profiling non-destructively reveals the original blue pigments in a Renaissance painting by Caroto     

Myriam Eveno  Erin Mysak  Katharina Müller  Gilles Bastian  Nathalie Pincas  Ina Reiche 《文物保护研究》2016,61(2):102-112

Recent restoration of The Rest on the Flight into Egypt by Giovanni Francesco Caroto, from the Louvre collections, included a technical examination of the Virgin's blue robe that aimed to characterize the original materials and later additions. The painting was examined using light microscopy and ultraviolet and infrared imaging, and one cross section was taken. None of these methods showed a clear distinction between the layers that were artist applied or modifications made by another hand. To gain information about the paint stratigraphy without taking additional samples, non-invasive confocal X-ray fluorescence (CXRF) analysis was carried out to examine several areas of the Virgin's robe. Using this technique, it was possible to identify the pigments and order of application of paint by the artist. All the pigments identified were considered to be artist applied, and on this basis no further cleaning was carried out and conservation proceeded with retouching of minor areas of loss or damage. This study highlights the advantages of CXRF analysis for the technical study of paintings, used in combination with classical methods for making informed conservation treatment decisions.  相似文献   

Mental fatigue impairs soccer-specific decision-making skill     

Mitchell R. Smith  Linus Zeuwts  Matthieu Lenoir  Nathalie Hens  Laura M. S. De Jong  Aaron J. Coutts 《Journal of sports sciences》2016,34(14):1297-1304

ABSTRACT

This study aimed to investigate the impact of mental fatigue on soccer-specific decision-making. Twelve well-trained male soccer players performed a soccer-specific decision-making task on two occasions, separated by at least 72 h. The decision-making task was preceded in a randomised order by 30 min of the Stroop task (mental fatigue) or 30 min of reading from magazines (control). Subjective ratings of mental fatigue were measured before and after treatment, and mental effort (referring to treatment) and motivation (referring to the decision-making task) were measured after treatment. Performance on the soccer-specific decision-making task was assessed using response accuracy and time. Visual search behaviour was also assessed throughout the decision-making task. Subjective ratings of mental fatigue and effort were almost certainly higher following the Stroop task compared to the magazines. Motivation for the upcoming decision-making task was possibly higher following the Stroop task. Decision-making accuracy was very likely lower and response time likely higher in the mental fatigue condition. Mental fatigue had unclear effects on most visual search behaviour variables. The results suggest that mental fatigue impairs accuracy and speed of soccer-specific decision-making. These impairments are not likely related to changes in visual search behaviour.  相似文献   

A teacher-implemented intervention program to promote finger use in numerical tasks     

Ollivier  Fanny  Noël  Yvonnick  Legrand  Aline  Bonneton-Botté  Nathalie 《European Journal of Psychology of Education - EJPE》2020,35(3):589-606

European Journal of Psychology of Education - What constitutes effective teaching of arithmetical skills in early school years is still uncertain. Finger use could play a crucial role in this...  相似文献   

Educational goals and motives as possible mediators in the relationship between social support and academic achievement     

Lucie Hernandez  Nathalie Oubrayrie-Roussel  Yves Prêteur 《European Journal of Psychology of Education - EJPE》2016,31(2):193-207

Perceived social support has been widely recognized as having beneficial effects on a person’s development, and adolescence is no exception. The objective of this article is to go beyond this “stereotypical” vision of friendship by showing that social support does not always have a positive and direct effect on adolescents’ academic achievement. We sought to understand whether this relationship is mediated by the educational goals and motives that student value and pursue. If these values do not coincide with the expectations and values that the academic institution seeks to transmit, the influence of social support can become harmful, especially with regard to the students’ academic achievement. Data were collected by means of questionnaires from 676 junior high school students in 9th grade from contrasting academic institutions. We chose to observe each participant’s subjective point of view of three dimensions: social support, academic achievement, and educational goals and motives. The results showed that the relationship between social support and attention and involvement in class was negative and mediated by students’ goals. The adolescents with a high level of social support mainly pursued social goals and neglected achievement and future goals. Consequently, these students were less attentive and involved in class. The results also showed that social support was predictive of students’ investment and interest in personal work and success, but only when the students pursued achievement and future goals.  相似文献   

Educating for a sustainable future: Africa in action     

Nathalie Barboza 《Prospects》2000,30(1):71-85

  相似文献   

Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation     

Grossen  Michèle  Muller Mirza  Nathalie 《European Journal of Psychology of Education - EJPE》2020,35(2):243-264

European Journal of Psychology of Education - In Switzerland, as elsewhere, issues dealing with cultural diversity raise major challenges in education. At present, little is known about how...  相似文献   

Reading Difficulties in Adult Deaf Readers of French: Phonological Codes,Not Guilty!     

Nathalie N. Bélanger  Shari R. Baum  Rachel I. Mayberry 《Scientific Studies of Reading》2013,17(3):263-285

Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading.  相似文献   

Learning in Agriculture: Rural Development Agents in France Caught between a Job Identity and a Professional Identity     

Christophe Albaladejo  Nathalie Couix  Laurence Barthe 《The Journal of Agricultural Education and Extension》2013,19(2):95-106

  相似文献   

Development and optimization of an injury prevention intervention for physical education teachers     

Sien Vercruysse  Dirk De Clercq  Lennert Goossens  Nathalie Aelterman  Leen Haerens 《Physical Education & Sport Pedagogy》2017,22(2):171-186

Background: Injury prevention is highly needed in physically active populations, such as pre-service and in-service physical education teachers (PETs). As a lack of adherence to preventive strategies is problematic in injury, it seems crucial to develop and optimize interventions that correspond to the specific needs and wishes of PETs.

Aim: The purpose of the present study was fourfold. Specifically, we aimed at (1) systematically optimizing an injury prevention intervention for PETs, based on teachers’ qualitative evaluation of the intervention, (2) quantitatively investigating whether the appreciation of the injury prevention intervention was higher after optimization, (3) examining whether participation in the intervention resulted in positive changes in teachers’ perceived utility of, and confidence to apply the proposed preventive strategies, as well as their knowledge about these strategies, and (4) describing teachers’ adherence to the proposed preventive strategies while they were engaging in the intervention.

Participants: Twenty PETs (13 men, Mage = 42.1 ± 12.17 years) from nine different secondary schools in Flanders (Belgium) voluntarily participated in this study. The intervention, based on findings from the continuing professional development (CPD) literature, and the principles of the self-determination theory, took place on two different training days (Training A and Training B) and consisted of seven intrinsic injury prevention strategies.

Data collection and analysis: Qualitative data on teachers’ appreciation of the intervention were collected by means of focus group interviews, which were used to optimize the intervention (Aim 1). Quantitative data on teachers’ appreciation were collected directly after they had engaged in the intervention and were used to compare the appreciation from the initial to more optimized versions of the trainings (Aim 2). Further, by means of repeated measures ANOVAs positive evolutions in teachers’ belief in the utility of, confidence to apply and knowledge about the provided strategies across time were examined (Aim 3). Finally, teachers’ adherence was evaluated by relying on weekly online registrations of minutes and types of preventive strategies teachers had practised during the past week (Aim 4).

Findings: Despite the relatively high initial appreciation scores (4.2 out of 5), the optimized versions of the trainings scored better on interaction, intelligibility, innovation, practical usefulness, and recommendation (Aims 1 and 2). Significant differences were found over time in terms of within-teacher changes in perceived utility of (4.05–4.73–4.48; p?p?p?Conclusions: The present study developed an intervention that optimally fulfils the wishes and needs of the target population, namely PETs, and can readily be implemented in PET education programmes or CPD programmes for in-service PETs. Results of this pilot study are promising because teachers displayed increases in several relevant outcomes. Various suggestions are formulated on how to increase PETs’ appreciation of CPD programmes.  相似文献