Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening     

Panayiota?KendeouEmail author  Julie?S.?Lynch  Paul?van den?Broek  Chris?A.?Espin  Mary?Jane?White  Kathleen?E.?Kremer 《Early Childhood Education Journal》2005,33(2):91-98

Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension assessment and interventions.  相似文献   

Children's inference generation across different media     

Panayiota Kendeou  Catherine Bohn‐Gettler  Mary Jane White  Paul Van Den Broek 《Journal of Research in Reading》2008,31(3):259-272

In the present study, we investigated the degree to which children's inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary. To address both aims, we followed two cohorts of children aged 4 and 6 as they turned 6 and 8 years old, respectively. At each time point we assessed their inference and narrative comprehension skills using aural, televised and written stories. We also assessed their basic language skills and vocabulary. The findings demonstrated that children's inference generation skills were highly inter‐related across different media for both cohorts and at both time points. Also, children's inference generation had a significant contribution to children's narrative comprehension over and above basic language skills, vocabulary and media factors. The current set of findings has important theoretical and practical implications for early diagnosis and intervention in young children's high‐order comprehension skills.  相似文献   

Special Issue Guest Editors’ Preface Problems in Reading Comprehension: Connecting Theory and Practice     

Paul van den Broek  Panayiota Kendeou 《Learning disabilities research & practice》2014,29(1):2-2

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A Cognitive View of Reading Comprehension: Implications for Reading Difficulties     

Panayiota Kendeou  Paul van den Broek  Anne Helder  Josefine Karlsson 《Learning disabilities research & practice》2014,29(1):10-16

Our aim in the present paper is to discuss a “cognitive view” of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and attention allocation influence reading comprehension processes and outcomes and may lead to reading comprehension problems. Finally, we discuss how the consideration of these potential sources of difficulty have practical implications for the design and selection of instructional materials.  相似文献   

Improving quality and equity in schools in socially disadvantaged areas     

Leonidas Kyriakides  Evi Charalambous  H. P. M. Creemers  Andria Dimosthenous 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):274-301

Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness – namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity.

Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics.

Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement.

Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity.

Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria.  相似文献   

Processing demands of reading comprehension tests in young readers     

Panayiota Kendeou  Timothy C. Papadopoulos  George Spanoudis 《Learning and Instruction》2012,22(5):354-367

In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock–Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti’s Verbal Efficiency Theory and examined the contribution of a set of skills that are important in early reading (i.e., rapid naming, phonological processing, orthographic processing, fluency, vocabulary, and working memory) to the three reading comprehension tests. Furthermore, because this set of skills undergo rapid development in the early years, we assessed them in two consecutive years, Grade 1 and Grade 2, before examining their prediction to the three reading comprehension tests in Grade 2. The findings showed that the three reading comprehension tests pose different demands to the young reader. Implications of these findings are discussed with respect to reading comprehension assessment and diagnosis of reading difficulties.  相似文献   

Teaching Deductive Reasoning to Pre-service Teachers: Promises and Constraints     

Kostas Hatzikiriakou  Panayiota Metallidou 《International Journal of Science and Mathematics Education》2009,7(1):81-101

This paper broadly addresses the question of whether university students whose major does not require expertise in logic can improve their ability in deductive reasoning by taking an introductory course in logic. In particular, our study aims to evaluate a course in deductive logic offered by one of the authors in a department of elementary education. Two experiments were conducted by using a pretest-posttest design with an experimental and a control group as well as a follow-up test after 6 months on the experimental group. The results of the analyses showed that the course mainly succeeded in strengthening students’ general logical ability in the experimental group and these gains were retained 6 months later in the follow-up test. Promises and constraints of the study are discussed in the educational context. The names of the authors are listed alphabetically.  相似文献   

Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction     

Constantinos M. Kokkinos  Kyriakos Charalambous  Aggeliki Davazoglou 《Learning Environments Research》2009,12(2):101-114

The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale. In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts.  相似文献   

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program     

Charalambos Y. Charalambous  Areti Panaoura  George Philippou 《Educational Studies in Mathematics》2009,71(2):161-180

Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’ instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge, teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications for the design of teacher education programs grounded in the history of mathematics.

Charalambos Y. CharalambousEmail:

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Using the dynamic approach to school improvement to promote quality and equity in education: a European study     

Kyriakides  Leonidas  Charalambous  Evi  Creemers  Bert P. M.  Antoniou  Panayiotis  Devine  Dympna  Papastylianou  Dona  Fahie  Declan 《Educational Assessment, Evaluation and Accountability》2019,31(1):121-149

Educational Assessment, Evaluation and Accountability - This paper presents the results of a European study investigating the extent to which the Dynamic Approach to School Improvement (DASI) can...  相似文献