Speech development patterns and phonological awareness in preschool children   总被引：1，自引：0，他引：1  

Mann VA  Foy JG 《Annals of dyslexia》2007,57(1):51-74

To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by some of the literature on speech development (Kahn and Lewis, The Kahn-Lewis phonological analysis, 1986; Shriberg, Journal of Speech and Hearing Research 36(1):105-140, 1993a), we found that failure to master the early-8 consonants and a greater prevalence of certain types of production errors were associated with deficient phonological awareness. We also found that children who made no consonant errors had advanced phonological awareness relative to other children in the sample. In all cases, both productive speech patterns and speech errors were more closely linked with rhyme awareness than with phoneme awareness. The association between speech production and rhyme awareness may provide some new directions for the early preschool assessment of risk for reading problems.  相似文献   

An investigation of the need for sign language assessment in deaf education     

Mann W  Prinz PM 《American annals of the deaf》2006,151(3):356-370

The attitudes of educators of the deaf and other professionals in deaf education concerning assessment of the use of American Sign Language (ASL) and other sign systems was investigated. A questionnaire was distributed to teachers in a residential school for the deaf in California. In addition to questions regarding the availability of sign language assessment at their schools, participants responded to items concerning their motivation to use a test for sign language measurement. Of the 100 distributed surveys, 85 were completed and returned. Results showed overwhelming agreement among respondents concerning the importance of sign language assessment, along with the need for tools that appropriately measure signing skills.  相似文献   

Does cardiopulmonary resuscitation cause rib fractures in children? A systematic review     

Maguire S  Mann M  John N  Ellaway B  Sibert JR  Kemp AM;Welsh Child Protection Systematic Review Group 《Child abuse & neglect》2006,30(7):739-751

BACKGROUND: There is a diagnostic dilemma when a child presents with rib fractures after cardiopulmonary resuscitation (CPR) where child abuse is suspected as the cause of collapse. We have performed a systematic review to establish the evidence base for the following questions: (i) Does cardiopulmonary resuscitation cause rib fractures in children? (ii) If so, what are the frequency and characteristics of these fractures that may help to distinguish them from rib fractures caused by physical abuse? METHODS: We performed a literature search of original articles, references, textbooks, and conference abstracts, published in any language from 1950 to 1 October 2005. Articles were identified from ASSIA, Caredata, Medline, Ovid Medline in Process, ChildData, CINAHL, Embase, ISI Proceedings, SIGLE, Science Citation Index, Social Science Citation Index, and TRIP databases. We included all studies that addressed rib fractures and CPR in children less than 18 years, and excluded review articles, expert opinion, consensus guidelines, and studies that were significantly methodologically flawed on critical appraisal. Each study underwent two independent reviews (with a third review if there was disagreement). Each reviewer used standardized criteria for study definition, data extraction, and critical appraisal, to determine the quality of the study and to establish if it met the inclusion criteria of this systematic review. FINDINGS: Of the 427 studies reviewed, 6 were included: 1 case control, 4 cross-sectional, and 1 case series. These represent data on 923 children who underwent CPR. Three children sustained rib fractures as a result of resuscitation; all three of these had fractures that were anterior (two mid-clavicular and one costo-chondral). We did not find any child in the literature who had a posterior rib fracture due to CPR. Resuscitation was performed variably by both medical and non-medical personnel. CONCLUSION: Rib fractures after cardiopulmonary resuscitation are rare. When they do occur, they are anterior and may be multiple. As the studies performed to date did not use the most sensitive techniques for detecting rib fractures, further prospective studies of children would be valuable to provide additional clarification on this question.  相似文献   

Does teacher professional development affect content and pedagogical knowledge: How much and for how long?     

Pete Goldschmidt  Geoffrey Phelps 《Economics of Education Review》2010

We examine the impact of teacher professional development on a key aspect of teacher quality—teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed. The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, that they demonstrate significant knowledge growth between the pre- and post-assessments, but that practical classroom experience hinders knowledge retention as measured six months later. Further, pre-exiting knowledge gaps are not systematically reduced thereby not alleviating the uneven distribution of teacher quality among California elementary schools.  相似文献   

The students' experience of reading     

Sarah J. Mann 《Higher Education》2000,39(3):297-317

Many studies have focused on student learning through text and have investigated relationshipsbetween approach, conception, outcomes, taskdefinitions and context. However, little research has beenundertaken on trying to understand the meaningthat reading in the academic context has for theindividual student. The aim of the study reportedhere was to reveal this meaning and to show how theway a student approaches reading is bound upwith this. Extracts from four case studies of studentreaders are presented, describing how each studentapproaches the reading of the same text, and how thisapproach seems to be related to the student's generalapproach to academic reading, what reading in generalmeans to them, and the significance that being astudent has for each of them. It is argued that thenormally neutral or pleasurable private activity ofreading is disturbed in the academic context bythe potential for this activity to be made public through the various assessment activitieswhich bound the student's daily reading life. Whenengaging in reading for academic purposes, studentsare no longer engaging in a private activityundertaken for its own sake, but in an activity whoseevaluated outcomes will – crucially – tell themsomething about their worth in the eyes of others. Reading in the academic context cannot thus be viewedas a purely neutral cognitive process undertaken in asocial vacuum, but has to be understood within boththe personal and biographical context of theindividual reader, and within the socio-cultural andpolitical context of the particular reading activity.  相似文献   

Why Can’t Students Get the Sources They Need? Results from a Real Electronic Resources Availability Study     

Sanjeet Mann  Sarah Sutton 《期刊图书馆员》2015,68(1-4):180-190

Availability studies are used to estimate the proportion of items in a library collection that are available to users, and the proportion of items in a library collection that are unavailable to users as a result of system and/or human errors. Sanjeet Mann of the Armacost Library at the University of Redlands used a series of availability studies to more accurately understand and troubleshoot the e-resources access errors that keep undergraduate students at the university from obtaining the full text of electronic resources. In this presentation, Mann shared the details of his process, his results, and the implications of those results for improving local search systems as well as a conceptual model of e-resource availability errors based on the results of his research.  相似文献   

Haute finance in the not-so-quiet revolution: colonialisme Anglo-Saxonne and the bombing of la Bourse de Montréal     

Geoff Mann 《Journal of Cultural Economy》2017,10(4):364-376

ABSTRACT

This paper examines a situation in which finance is perceived as imperialist – as immanent to, and serving the interests of, a single ‘culture’ in the colloquial sense. The analysis centres on the long-forgotten 1969 bombing of the trading floor of la Bourse de Montréal (the Montréal Stock Exchange), a moment in an intense phase of the Québécois movement for independence from Canada. Because of the way in which the bombers framed the attack, and its political-economic and discursive contexts, the bombing presents an opportunity to think about key features of the relation between finance and cultural domination or imperialism. These features relate to finance’s specific articulation to the future, uncertainty, and, in the words of the séparatistes of the time, cultural ‘destiny’. The paper has three parts. The first describes the bombing of la Bourse and the public, media, and state responses, linking it to Québécois cultural-political geographies at several scales. Part two places the bombing in the longer-run cultural-politicization of finance in the francophone independence movement, to outline a specifically Québecois critique of finance capital. The third part considers finance’s perceived and real connection to, and thus capacity to shape or constrain, the cultural-political construction of collective possibility.  相似文献   

The relation between reading ability and morphological skills: Evidence from derivational suffixes     

Singson  Maria  Mahony  Diana  Mann  Virginia 《Reading and writing》2000,12(3):219-252

The English orthography represents both phonemes and morphemes, implying that sensitivity to each of these units could play a role in the acquisition of decoding skills. This study offers some new evidence about sensitivity to morphemes and the decoding skills of American children in grades three to six. It focuses on knowledge of derivational suffixes, which is examined with sentence completion and sentence acceptability tasks that manipulate the suffixes in real words (e.g., electric, electricity) and nonsense derived forms (e.g., froodly, froodness). Both written and spoken materials are considered over the course of two experiments in which the children also received various reading tests, as well as tests of phonological awareness, vocabulary and intelligence. The results indicate that knowledge of derivational suffixes increases with grade level, along with decoding ability and phoneme awareness. Path analyses further reveal that, although there is a consistent correlation between performance on the derivational suffix materials and phoneme awareness and decoding ability, performance on the derivational suffix materials makes an independent and increasing contribution to decoding ability throughout the higher elementary grades.  相似文献   

OA in the Library Collection: The Challenges of Identifying and Maintaining Open Access Resources     

Chris Bulock  Nathan Hosburgh  Sanjeet Mann 《期刊图书馆员》2015,68(1-4):79-86

While librarians, researchers, and the general public have embraced the concept of Open Access (OA), librarians still have a difficult time managing OA resources. To find out why, Bulock and Hosburgh surveyed librarians about their experiences managing OA resources and the strengths and weaknesses of management systems. At this session, they shared survey results, reflected on OA workflows at their own libraries, and updated audience members on relevant standards and initiatives. Survey respondents reported challenges related to hybrid OA, inaccurate metadata, and inconsistent communication along the serials supply chain. Recommended solutions included the creation of consistent, centralized article-level metadata and the development of OA collection development principles for libraries.  相似文献   

Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching     

Pete Sorensen  John Twidle  Ann Childs 《Teacher Development》2014,18(1):107-123

In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society.  相似文献