Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance     

Rebecca Treiman  Brett Kessler  Tatiana Cury Pollo  Brian Byrne  Richard K. Olson 《Scientific Studies of Reading》2016,20(5):349-362

Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age = 6 years 2 months) and a standardized spelling test approximately 2 years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten.  相似文献   

Longitudinal twin study of early literacy development: Preschool through Grade 1     

Brian Byrne  Stefan Samuelsson  Sally Wadsworth  Jacqueline Hulslander  Robin Corley  John C. DeFries  Peter Quain  Erik G. Willcutt  Richard K. Olson 《Reading and writing》2007,20(1-2):77-102

Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner in Australia because of accelerated overall reading development.  相似文献   

The California Career Education Association: Working to advance career education     

Olson  Gerald 《Journal of Career Development》1989,15(4):221-226

Gerald Olson is Consultant, Division of Curriculum and Instructional Strategies, Los Angeles County Office of Education. He is also a Past President of the California Career Education Association.  相似文献   

Understanding social bonds during science inquiry using V-Note software     

Bellocchi  Alberto  Davis  James P.  Olson  Rebecca E.  Appanna  Subhashni D. 《Cultural Studies of Science Education》2019,14(3):769-796

Cultural Studies of Science Education - Amy Goods’s software review article V-Note: A video analysis tool for teacher | researchers stimulated our interest in adopting this software to...  相似文献   

Introduction     

Heather K. Olson Beal  Molly S. Stewart  Christopher Lubienski 《Peabody Journal of Education》2016,91(1):1-3

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Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia     

Stefan Samuelsson  Richard Olson  Sally Wadsworth  Robin Corley  John C. DeFries  Erik Willcutt  Jacqueline Hulslander  Brian Byrne 《Reading and writing》2007,20(1-2):51-75

Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness, rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S. samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences. We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten, and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the Australian twins.  相似文献   

Pedagogical Reflections by Secondary Science Teachers at Different NOS Implementation Levels     

Benjamin C. Herman  Michael P. Clough  Joanne K. Olson 《Research in Science Education》2017,47(1):161-184

This study investigated what 13 secondary science teachers at various nature of science (NOS) instruction implementation levels talked about when they reflected on their teaching. We then determined if differences exist in the quality of those reflections between high, medium, and low NOS implementers. This study sought to answer the following questions: (1) What do teachers talk about when asked general questions about their pedagogy and NOS pedagogy and (2) what qualitative differences, if any, exist within variables across teachers of varying NOS implementation levels? Evidence derived from these teachers’ reflections indicated that self-efficacy and perceptions of general importance for NOS instruction were poor indicators of NOS implementation. However, several factors were associated with the extent that these teachers implemented NOS instruction, including the utility value they hold for NOS teaching, considerations of how people learn, understanding of NOS pedagogy, and their ability to accurately and deeply self-reflect about teaching. Notably, those teachers who effectively implemented the NOS at higher levels value NOS instruction for reasons that transcend immediate instructional objectives. That is, they value teaching NOS for achieving compelling ends realized long after formal schooling (e.g., lifelong socioscientific decision-making for civic reasons), and they deeply reflect about how to teach NOS by drawing from research about how people learn. Low NOS implementers’ simplistic notions and reflections about teaching and learning appeared to be impeding factors to accurate and consistent NOS implementation. This study has implications for science teacher education efforts that promote NOS instruction.  相似文献   

Association Between Experienced Teachers’ NOS Implementation and Reform-Based Practices     

Benjamin C. Herman  Michael P. Clough  Joanne K. Olson 《Journal of Science Teacher Education》2013,24(7):1077-1102

The assertion that general reform-based science teaching practices (GRBSTPs) can facilitate nature of science (NOS) instruction has been mentioned in the literature, but rigorous and transparent empirical substantiation for this claim has not been made. This investigation empirically demonstrates an association between thirteen experienced teachers’ NOS implementation practices and their GRBSTPs. While effectively implementing GRBSTPs does not ensure the NOS will be taught, the findings show that these practices are associated with high levels of NOS instruction. In this study, teachers who implemented higher levels of reform-based practices were also observed to enact more instances of planned and spontaneous effective NOS instruction. Furthermore, these teachers were more likely to recognize and capitalize on NOS teaching opportunities when they unexpectedly arose in the context of their GRBSTPs. Just as NOS understanding must be assessed when determining factors associated with teachers’ NOS implementation, teachers’ GRBSTPs should also be empirically and transparently established to ensure they do not mask or confound other factors associated with NOS implementation.  相似文献   

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?     

Kathrin Olsen  Abigail Croydon  Maria Olson  Karl Henry Jacobsen  Elizabeth Pellicano 《International Journal of Inclusive Education》2013,17(6):624-638

ABSTRACT

This study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to operate. The extent of the child's participation seemed to relate to what he was doing and who he was with; overall, limited social inclusion amongst peers being achieved. Results indicated that predictable frameworks and teacher support increased participation. We discuss how participation for children with autism can be promoted. Our study points toward the need to extend current adaptations and support to children with autism within the educational settings, to enable a more inclusive practice.  相似文献   

Discrimination in Educational Placement and Referral     

Walter C. Farrell Jr.  James L Olson  William W. Malloy  Wesley L. Boykin 《Equity & Excellence in Education》2013,46(1-6):120-123

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