Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties   总被引：1，自引：0，他引：1  

Justin C. Wise  Hye Kyeong Pae  Christopher B. Wolfe  Rose A. Sevcik  Robin D. Morris  Maureen Lovett  Maryanne Wolf 《Learning disabilities research & practice》2008,23(3):125-136

Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion.  相似文献   

Academic literacies and e-learning: A critical approach to writing in the online university     

Robin Goodfellow   《International Journal of Educational Research》2005,43(7-8):481-494

This paper adopts an academic literacies perspective to argue for a critical approach to the writing practices of the online university classroom. It describes an on-going action research project in an online Masters in Online and Distance Education (MAODE) programme at the UK Open University, which aims to create an online writing resource to support distance learners in developing a critical awareness of the writing practices on the programme. The paper presents the results of an evaluation study of this resource during the 2005 presentation of the MAODE, and discusses the evidence from this study that such a resource can provide a space for students to critique the dominant literacies of the online university.  相似文献   

Provision of pandemic disease information by health sciences librarians: a multisite comparative case series     

Featherstone RM  Boldt RG  Torabi N  Konrad SL 《Journal of the Medical Library Association : JMLA》2012,100(2):104-112

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Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class   总被引：1，自引：0，他引：1  

Hayley Leight  Cheston Saunders  Robin Calkins  Michelle Withers 《CBE life sciences education》2012,11(4):392-401

Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals.  相似文献   

Reading fluency: The whole is more than the parts     

Katzir T  Kim Y  Wolf M  O'Brien B  Kennedy B  Lovett M  Morris R 《Annals of dyslexia》2006,56(1):51-82

This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming, and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition, and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension) whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support the multidimensional nature of fluency in which the whole is more than its parts.  相似文献   

Quality Enhancement in Principle and Practice: A Case Study in Leading Change     

Middlehurst  Robin 《Tertiary Education and Management》1999,5(1):23-46

The paper presents a case-study about the experience of leading sector-wide change from within a national agency. This experience is analysed in relation to the literature on leadership and change and against the back-drop of wider social, economic and political changes affecting higher education in the UK -- changes that have parallels in other countries. From the literature, the author draws out certain 'principles' about leading change and highlights the activities that were developed in practice. The case that is discussed is that of the 3-year 'Graduate Standards Programme' mounted by the former Higher Education Quality Council in the UK. This Programme (the GSP) was formally set up to define and establish threshold standards for undergraduate degrees in the UK, but also sought to examine UK approaches to defining and assuring standards in the light of far-reaching changes affecting the higher education system. Lessons about leadership, managing change and quality enhancement in an academic context are drawn out. The author concludes that 'good process' is more important than the static notion of 'good practice' when seeking to create and lead change in higher education.  相似文献   

New Realities for Leadership and Governance in Higher Education?     

Middlehurst  Robin 《Tertiary Education and Management》1999,5(4):307-328

This paper considers some of the new realities that are likely toaffect higher education, particularly those arising from developmentsin communication and information technologies. Four scenarios arepresented as illustrations of how higher education might change;some of the elements that make up these scenarios are alreadyemerging. The paper then explores the role that leadershipand governance play in helping institutions to address the newrealities, particularly as change impacts on institutional culture and functioning.  相似文献   

Four Blocks for Literacy     

Robin Campbell 《Literacy》1999,33(1):29-32

The literacy hour within the National Literacy Strategy is now part of primary classroom practice in the UK. That literacy hour consists of four distinct parts which are debated here. In addition an alternative Four Blocks framework, as used by some schools in the USA, is explored. The differences between those approaches are noted which raise questions about the time allocation, a sustained involvement with reading and writing, and teacher autonomy in the literacy hour.  相似文献   

Indeed,sometimes knowledge does not help: A replication study     

Stark  Robin  Gruber  Hans  Mandl  Heinz  Renkl  Alexander 《Instructional Science》1998,26(5):391-407

In an earlier study we found that intermediate experts in the domain of economics did not surpass novices in complex learning and knowledge application with a computer-based business simulation. In the present study, it was investigated whether these contra-intuitive findings can be replicated. In order to scrutinize the reasons which led to these findings, some parameters of the learning environment were changed. The duration of the exploration phase and of the problem-solving phase as well as the complexity of the situations were increased, motivation and acquired declarative knowledge were assessed. In view of mastering recurring demands and the functionality of mental models, no differences were found between a group of novices (15 students of humanities with a supplementary training in economics) and a group of intermediate experts (13 advanced students of economics). The findings of the original study were replicated, motivation had no effect on the result. In terms of declarative knowledge, the novices turned out to be even better.  相似文献   

The Effectiveness of an Initial Teacher Training Partnership in Preparing Students to Teach Art in the Primary School     

Linda Green  Robin Mitchell 《The International Journal of Art & Design Education》1998,17(3):245-254

Recent government reform of initial teacher education has increased teachers’ responsibility for training students in schools, bringing about some fundamental changes in the professional relationship between the schools, higher education institutions (HEIs), teachers and students. This paper reports on primary undergraduate student teachers’ and their class teachers’ perceptions of school-based training to teach art. Class teachers were interviewed about their preparedness to train students and questionnaires and interviews were used to gauge students’ views of the effectiveness of university-based courses and the support given to them by teachers. The findings indicate that teachers were able to support students in matters of classroom management and resources but that they were mostly unable to assist them in developing subject knowledge and understanding of art teaching and learning. This raises concerns about teachers’ subject knowledge and their confidence in training students. Our findings suggest that there is significant room for improvement in the partnership arrangements between schools and HEIs in order to better support students’ teaching of art.  相似文献