The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities     

Nonie K. Lesaux  M. Rufina Pearson  Linda S. Siegel 《Reading and writing》2006,19(1):21-48

This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both timed and untimed conditions. Other skills measured included vocabulary, word reading, non-word reading, spelling, arithmetic, and short-term memory. Under timed conditions, there were significant differences between the participants with reading disabilities and the normally achieving participants. All of the reading disabled participants in the present study benefited from extra time, but the normally achieving readers performed similarly under the timed and untimed conditions. Further, in the untimed condition, the performance of the individuals with a less severe reading disability was not significantly different that of the Average readers. The study suggests that extra time during testing is an appropriate accommodation to help individuals begin to compensate for reading disabilities.  相似文献   

Testing the ecological validity of teacher-provided versus student-generated postquestions in reading college science text     

Joseph Adam Pearson 《科学教学研究杂志》1991,28(6):485-504

This study compared the achievement of high- and low-reading-ability students in two classes of a one-semester introductory college biology course after they either received and used teacher-provided questions posed at various taxonomic levels on textual reading assigned over a five-week period (Group 1) or learned via training to generate and use their own questions at the identical taxonomic levels based on the same text over the same period of time (Group 2). Independent variables included (a) form of questioning (teacher provided and self-generated), (b) reading ability (low and high), and (c) question type (referent, literal, interpretive, inferential, and self-critical). Dependent variables included scores from weekly quizzes and from a summative examination. Results indicated that (a) training students to generate and answer their own questions based on text reading had a favorable effect on their midrange (weekly quiz) performance; (b) relative to long-range (summative exam) performance, training students to generate and answer their own questions based on study reading was no more efficacious than providing students with questions based on the same text; and (c) teacher-provided questions at the literal level facilitated the acquisition of intended and incidental discrimination material better than teacher-provided questions at any other taxonomic level.  相似文献   

2003 Keynote address: Communication,women, and leadership     

Judy C. Pearson Ph.D.  Judith S. Trent Ph.D. 《Communication Studies》2013,64(2):400-406

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Systematic approaches to a successful literature review     

Frank Pearson 《Educational Psychology in Practice》2014,30(2):205-206

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Effects of a power-focussed resistance training intervention on backward grinding performance in America's Cup sailing     

Simon N. Pearson  John B. Cronin  Patria A. Hume  David Slyfield 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):334-344

This study determined whether backward grinding performance in America's Cup sailing could be improved using a training intervention to increase power capability in the upper-body pull movement. Fourteen elite male sailors (34.9 ± 5.9 years; 98.1 ± 14.4 kg; 186.6 ± 7.7 cm) were allocated into experimental (speed-focussed) and control groups. Grinding performance was assessed using a grinding ergometer and an instrumented Smith machine measured force, velocity and power during the bench pull exercise. Conventional training produced significant improvements in bench pull 1 RM (5.2 ± 4.0%; p = 0.016) and maximum force production (5.4 ± 4.0%; p = 0.014). Speed-focussed training improved maximum power (7.8 ± 4.9%; p = 0.009), power at 1RM (10.3 ± 8.9%; p = 0.019) and maximum velocity (8.4 ± 2.6%; p = 0.0002). Backward grinding performance showed greater improvements in the experimental group than the control group for moderate (+1.8%) and heavy load (+6.0%) grinding. Changes in maximum power output and power at 1 RM had large correlations (r = 0.56–0.61) with changes in both moderate and heavy load grinding performance. Time to peak force had the strongest relationship, explaining 70% of the change in heavy load grinding performance. Although the performance benefit was not entirely clear the likelihood of a detrimental effect was low ( < 5%) and therefore implementation could be recommended.  相似文献   

External work and peak power are reliable measures of ergometer grinding performance when tested under load,deck heel,and grinding direction conditions     

Simon Pearson  Patria Hume  David Slyfield  John Cronin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):71-80

The reliability of grinding performance was assessed in 18 current Emirates Team New Zealand America's Cup sailors in two test sessions separated by 5 h using a custom-built ergometer. Sixteen different grinding conditions that varied by load (Light 39 N·m, Moderate 48 N·m, Heavy 68 N·m), deck heel (Flat 0° control, Downhill 25°, Uphill 25°, Right 25°, Left 25°), and grinding direction (forwards, backwards) were assessed using peak power and external work over 5 s during maximal-effort 8-s grinds. Reliability statistics included the difference in mean (M_diff), standard error of measurement (SEM), and intraclass correlation coefficients (ICC). External work (SEM = 1.6–6.9%; ICC = 0.91–0.99) was a more consistent performance measure than peak power (SEM = 1.3–9.6%; ICC = 0.84–0.99) across all test conditions. Testing under different load conditions resulted in external work SEMs of 1.6–3.9% with performance more reliable in lighter load conditions. Grinding performance during different heel conditions was less reliable (external work SEMs = 4.6–6.9%). Grinding direction (forward or backward) did not appear to affect performance reliability, although external work was 10–15% higher in forward grinding. Reliability is acceptable across various loads, but testing under different heel conditions may need some protocol development to allow the detection of smaller differences in performance.  相似文献   

The Influence of Intimacy Rituals and Biological Sex on Relational Quality and Intimacy Among Dating Couples     

Judy C. Pearson  Jeffrey T. Child  Anna F. Carmon  Amy N. Miller 《Communication Research Reports》2013,30(4):297-310

Do intimacy rituals affect perceptions of relational intimacy and relational quality? This study examined the effect of self-reported use of intimacy rituals and biological sex on perceived relational intimacy and perceived relational quality. Perceived use of intimacy rituals was positively related to perceived relational quality. However, perceived use of intimacy rituals did not influence perceived relational intimacy. In addition, women perceived significantly higher levels of relational intimacy, as well as significantly more relational quality, than did men.  相似文献   

Education for Radio,Radio for Education     

Haydn S. Pearson 《Clearing house (Menasha, Wis.)》2013,86(7):400-401

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Adapting the boundaries in primary physical education: an account of my learning,my educational influence and improved practice     

Julie Pearson 《Educational Action Research》2013,21(4):503-515

In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.  相似文献   

Pathways to STEMM Professions for Students From Noncollege Homes     

Jon D. Miller  Willie Pearson Jr. 《Peabody Journal of Education》2013,88(1):114-132

In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to examine the factors that predict enrollment in a postsecondary STEMM program and employment as a STEMM professional. The results of this analysis indicate that most of the variables in the two models function in a similar manner, but the levels of parental encouragement, help, and direction vary significantly between college-educated and non-college-educated families. The children of non-college-educated parents were less likely to take algebra in Grade 8, take calculus in high school, and take calculus in college than were the children of college-educated parents. Young adults that grew up in noncollege families were less likely to enter postsecondary education; more likely to begin postsecondary education at a community college; less likely to earn a baccalaureate, graduate, or professional degree; and less likely to become a STEMM professional. The analysis reveals a clear pattern of cumulative advantage and cumulative disadvantage, and the final section of this article discusses the need for educational and public policy leaders to develop strategies and programs to address the substantial differential associated with parent education.  相似文献