A behaviour‐genetic analysis of orthographic learning,spelling and decoding     

Brian Byrne  William L. Coventry  Richard K. Olson  Jacqueline Hulslander  Sally Wadsworth  John C. DeFries  Robin Corley  Erik G. Willcutt  Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21

As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.  相似文献   

Genetic and environmental influences on reading and listening comprehension     

Janice M. Keenan  Rebecca S. Betjemann  Sally J. Wadsworth  John C. DeFries  Richard K. Olson 《Journal of Research in Reading》2006,29(1):75-91

We report preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center. Although the twin sample with these new measures is still of limited size, we find substantial, and significant, genetic influences on individual differences in both reading and listening comprehension. In addition, word recognition and listening comprehension each accounted for significant independent genetic influences on reading comprehension. Together, they accounted for all the genetic influence on reading comprehension, indicating a largely genetic basis for the ‘simple model’ of individual differences in reading comprehension proposed by Hoover and Gough (1990) .  相似文献   

Methods,interpretations, and different views of aspirations     

Paul Olson 《Interchange》1986,17(1):76-81

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Visions for ICT, Ethics and the Practice of Teachers   总被引：1，自引：0，他引：1  

Yngve Troye Nordkvelle  John Olson 《Education and Information Technologies》2005,10(1-2):21-32

The failure of educational computing is often attributed to deficiencies of practice: resisting teachers and lack of will, competence and sincerity on behalf of the teaching profession. But the complexity of school life and teachers work has been underestimated by the entrepreneurs of educational computing. Theoretically there is a need to approach this area from a different angle. We will suggest there is a need to reframe the issue of ICT in schools with educational policy and discourse with education, rather than with technology in mind. In order to reach that goal there is a need to inculcate technology as an ordinary part of teachers vocabulary about their own work and as a part of their professional ethos. Teachers need to examine the moral values inherent in their practices and use those values as bases for debate. Not taking up these issues and instead adopting defensive stances is dangerous to the profession. The danger is that defensiveness can be seen by others outside the school as rigidity and play into the hands of those who are impatient with teachers. It would serve teachers well if they had a more robust ability to communicate the nature of the difficulties they face and how they deal with them.  相似文献   

Symbols and texts as tools of intellect     

Jerome S. Bruner  David R. Olson 《Interchange》1977,8(4):1-15

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On a theory of instruction: Why different forms of instruction result in similar knowledge   总被引：2，自引：0，他引：2  

David R. Olson 《Interchange》1972,3(1):9-24

Why can instructional processes having widely different topographies—such as teaching through a demonstration (modeling), teaching through verbal explanation, and teaching by simply providing an occasion for the child's direct contingent experience—all result in the development of the same or similar knowledge? A recent series of experiments that examined the role of instruction in the intellectual development of young children provides evidence for the equivalence of different forms of instruction and leads to the postulation of a set of invariant processes of information exchange that underlies the surface characteristics of various forms of instruction.  相似文献   

Achievement as development     

Willard C. Olson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(2):135-142

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“Did I mean what I said?” — A reply to McCormick     

David R. Olson 《Interchange》1993,24(3):313-315

In this note, I argue that the distinction between what one says and what one means by it is no more problematic (and no less) than the equally important distinction between evidence and theory. Both, I suggest, take a particular form in literate discourse.  相似文献   

Alternative placements: does a difference exist in the LD populations?     

J Olson  J Midgett 《Journal of learning disabilities》1984,17(2):101-103

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A 15-Year Study of 63 Teachers at 24 Institutions Reveals: “What the Best College Teachers Do”: Review of: What the Best Teachers Do, by Ken Bain; Harvard University Press (Cambridge, MA); ISBN: 0–6740–1325–5     

Robin L Wright  Aaron Charlson    Carrie F Olson 《CBE life sciences education》2005,4(4):279-280

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