Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners     

Robert Savage  George Georgiou  Rauno Parrila  Kristina Maiorino 《Scientific Studies of Reading》2018,22(3):225-247

We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or Best-Practices small-group reading programs, typically for 10–11 hr over 10 weeks. Students were matched on baseline reading and language abilities, parent demographic measures, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the DMSfV program (p < .05 for word reading and spelling at posttest and word reading and sentence comprehension at 5-month delayed posttest), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of small-group preventative literacy intervention models that teach both direct mapping of grapheme–phoneme correspondences in text and set-for-variability.  相似文献   

Adult-Child Relationship Processes and Early Schooling   总被引：5，自引：0，他引：5  

Robert C. Pianta 《Early education and development》1997,8(1):11-26

This paper highlights the importance of social processes in early school outcomes. Child-adult relationships are a social context with particular salience for the development of a number of social and academic outcomes in early childhood. Research on both child-parent and child-teacher relationships is reviewed. Measurement technologies are described and conceptual perspectives based on dyadic systems models are advanced as heuristics for future research. Practice implications are drawn with respect to assessment of relationships and implications for conceptualization of early childhood outcomes.  相似文献   

Antecedents of college students' study deficiencies: the relationship between course features and students' study activities     

John W. Thomas  Linda Bol  Robert W. Warkentin 《Higher Education》1991,22(3):275-296

Students entering institutions of higher learning have been observed to be deficient in the skills and dispositions necessary for engaging in sustained autonomous study. Evidence from investigations comparing instructional features and students' study activities across different courses and grade levels suggests that (a) particular features of courses may act to prompt or inhibit the development of proficiency at academic studying; and (b) the difficulties experienced by postsecondary students may be traced to certain discontinuties between characteristics of courses at the secondary versus post-secondary levels. These discontinuities can be described in terms of three dimensions: (a) differences in the demands made on particular study activities associated with different coursework requirements; (b) the degree to which instructors provide supportive practices designed to facilitate or sustain students' productive study activities; and (c) the prevalance of teaching strategies designed to compensate students for their study deficiencies. Using evidence from extant research on studying and results from recent investigation of secondary-level courses, the claim is made that particular patterns of instructor-implemented demands (workload, test difficulty, and latitude for self-direction) and compensations (test review practices, overlap between test items and instructor handouts, and the presence of safety nets) might account for deficiencies in the study activities of postsecondary graduates. Further, improving the level of preparedness of secondary-level graduates for the demands associated with higher education courses is discussed in terms of the need for the provision of particular support practices (e.g., feedback, clear performance expectations, and guided practice) in secondary-level courses.  相似文献   

Acknowledgement     

Robert S. Ruskin 《ASHE Higher Education Report》1974,3(5):i-i

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Book reviews     

T. R. McConnell  Clark Kerr  Barbara Goldschmid  Marcel L. Goldschmid  Rolf Westermann  Robert G. Cope  J. N. Wolfe  Richard E. Sherrell  Gareth Williams 《Higher Education》1975,4(4):487-502

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How Can I Tell the Truth?     

Nick Eastmond  Robert Hayden 《TechTrends》2006,50(3):13-13

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水仙花     

Robert Clinton 《海外英语》2003,(6):35

Early in his childhood, as soon as he was able to speak, he was asked what kind of face he would like to have. They agreed when he said he' d like to have a blue face like his mother, who had hers from being born in the sea. Pith(抽去;杀死) from the claws of a certain bird furnished the dye, which he let the nurse wipe over his brow and cheeks. Soon his face was blue and stayed blue; and although no one said it to him, everyone thought he was a beautiful boy.  相似文献   

Spontaneous recovery of instrumental discriminative responding     

Robert A. Rescorla 《Learning & behavior》1997,25(4):485-497

In six experiments, rats received discriminative training in which making a response (R) during a stimulus (S) produced a particular outcome (O). In Experiment 1, that outcome was replaced by a second outcome and responding was tested either immediately or after a delay. More substantial responding was observed with the delayed test. In Experiment 2, a test of transfer to new responses suggested that the growth in performance was not attributable to greater use of particular S-O associations. However, in Experiment 3, the growth in responding was found to be specific to particular S-R combinations. Experiment 4 replicated that specificity and demonstrated the importance of using two different outcomes for obtaining the growth in responding with time. Experiments 5 and 6 repeated these observations for the case of extinction, in which O was replaced by nonreinforcement. These results are interpreted as suggesting that an outcome-independent inhibitory S-R process develops, both with extinction and with the use of a second outcome, but dissipates with time.  相似文献   

Teaching the Use of Complex IT in Specific Domains: Developing, Assessing and Refining a Curriculum Development Framework     

John P. Dougherty  Ned F. Kock  Cheryl Sandas  Robert M. Aiken 《Education and Information Technologies》2002,7(2):137-154

Information technology holds the promise of increased productivity. However, rapidly evolving tools require a professional able to incorporate these tools into their careers effectively, which signals the need for IT curriculum development initiatives that incorporate the use of complex, domain-specific IT applications in specific professional fields. This paper reports on a study that addresses this need, by developing, assessing and refining a curriculum development framework. The Information Technology Fluency (ITF) framework is a methodology for constructing components (case studies) for inclusion into existing or newly proposed courses to help students develop the skills needed for this challenge. Results obtained using the framework are reported, compared to similar work at a different institution, and used to suggest improvements to the framework.  相似文献   

Integrating Cognitive and Psychometric Models to Measure Document Literacy     

Kathleen Sheehan  Robert J. Mislevy 《Journal of Educational Measurement》1990,27(3):255-272

The Survey of Young Adult Literacy conducted in 1985 by the National Assessment of Educational Progress included 63 items that elicited skills in acquiring and using information from written documents. These items were analyzed using two different models: (1) a qualitative cognitive model, which characterized items in terms of the processing tasks they required, and (2) an item response theory (IRT) model, which characterized items difficulties and respondents' proficiencies simply by tendencies toward correct response. This paper demonstrates how a generalization of Fischer and Seheibleehner's Linear Logistic Test Model can be used to integrate information from the cognitive analysis into the IRT analysis, providing a foundation for subsequent item construction, test development, and diagnosis of individuals skill deficiencies.  相似文献