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21.
Literacy development in successful men and women with dyslexia 总被引:2,自引:2,他引:0
Rosalie P. Fink 《Annals of dyslexia》1998,48(1):311-346
To investigate how, when, and under what conditions individuals with dyslexia manage to develop high literacy levels, an interview
and literacy assessment study was conducted with 60 highly successful men and women with dyslexia and 10 peers without dyslexia.
The sample with dyslexia included a Nobel laureate, a member of the National Academy of Sciences, and leaders in a variety
of fields requiring extensive reading (i.e., medicine, law, business, and the arts and sciences).
For both males and females with dyslexia, interest-driven reading was key to the development of high literacy levels. Results
showed distinct groups of successful professionals with dyslexia: a compensated group and two partially compensated groups.
In each group, literacy development was augmented by avid reading in a content area of passionate personal interest, along
with systematic phonics instruction. Through avid reading on a specific topic, the individuals with dyslexia developed knowledge
of the specialized vocabulary, typical text structures, concepts, themes, and issues of a particular field. Extensive reading
about a favorite subject enhanced the background knowledge of these individuals and enabled them to gain reading practice,
which in turn, fostered the development of reading fluency and increasingly sophisticated skills. Although topics and genres
of personal interest varied, fascination with a subject area was a common theme among those interviewed.
In the literacy assessment, the 60 men and women with dyslexia demonstrated most of the salient characteristics of Chall’s
(1983) Stage 5, the highest level of reading development. All participants comprehended sophisticated text, but some, with
partially compensated dyslexia, showed continuing lags in basic, lower level “print” skills. Individuals with partially compensated
dyslexia fell into two groups: one group showed specific deficits only in spelling, whereas the other group had difficulty
in spelling, word recognition, and oral reading. Many, but not all, of the participants with dyslexia showed ongoing lags
in reading rate. Gender differences were most apparent in topics of personal interest reading and in mentoring patterns.
The study explores how adults with dyslexia, who may continue to lack strong integration of lower level “print” skills, succeed
in constructing higher order “meaning” skills. This analysis underscores the need for a balanced approach to literacy instruction
that includes both “print” and “meaning” aspects. It emphasizes the need to integrate solid interest-based approaches as a
centerpiece of instruction. 相似文献
22.
Simon M. Rosalie Andrew S. McIntyre Stacey Stockman Craig King Cameron Watkins Catherine Yvette Wild 《Journal of sports sciences》2017,35(6):602-609
Research has revealed that individual soccer goalkeepers respond differently to penalty shots, depending on their specific perceptual and motor capabilities. However, it remains unclear whether analogous differences exist between individual penalty takers, and if specialising in penalty taking affects the occurrence of differences between individuals. The present study examined individual differences in penalty shot speed and accuracy for specialists in penalty taking versus non-specialists. Expert specialist field hockey drag flickers and equivalently skilled non-specialists performed drag flicks towards predetermined targets placed in the face of a standard field hockey goal. Comparisons in shot speed and accuracy were made at a group level (specialists vs. non-specialists) as well as between individuals. Results revealed differences in both speed and accuracy between specialists, but only differences in speed between non-specialists. Specialists generated significantly greater shot speed than non-specialists (P < .001) and were more accurate to some, but not all, targets (top left, P < .006, bottom left P < .001). In addition, it was found that in specialists increasing practice correlated with decreasing accuracy. This may indicate that excessive practice could potentially reduce a specialist’s accuracy in shooting towards specific targets. 相似文献
23.
Children's perceptions of the qualities of sibling relationships 总被引:4,自引:0,他引:4
Although many studies of family constellations exist, only recently have investigators begun to examine the qualities of sibling relationships. The purpose of the present investigation was to develop a systematic framework for describing and assessing such relationship qualities. In the first study, upper elementary school children were interviewed about their perceptions of the qualities of their sibling relationships. These interviews yielded a list of 15 salient qualities. In the second study, a self-report questionnaire that assessed their perceptions of these qualities was administered to a sample of 198 fifth- and sixth-grade children. A principal components analysis yielded 4 underlying factors: (a) Warmth/Closeness, (b) Relative Status/Power, (c) Conflict, and (d) Rivalry. Relative Status/Power was found to be strongly related to the relative ages of the child and sibling. The other 3 factors were also related to various family constellation variables, but these relations were modest in size. Because family constellation variables and the qualities of sibling relationships are not isomorphic with one another, it is important to study relationship qualities directly, rather than simply examining family constellation variables. Some of the determinants of such qualities are discussed. 相似文献
24.
Children in grades 3, 6, 9, and 12 were administered the Sibling Relationship Questionnaire. Relationships were rated as progressively more egalitarian across the 4 grade groups, with adolescents reporting less dominance and nurturance by their older siblings than younger participants. Adolescents also reported less companionship, intimacy, and affection with siblings than younger participants reported. Levels of perceived conflict with younger siblings were moderately high across all 4 grades, whereas ratings of conflict with older siblings were progressively lower across the 4 grades. The findings suggested that sibling relationships: (a) become more egalitarian and less asymmetrical with age, (b) become less intense with age, and (c) encompass experiences that are partially determined by the child's standing in the family constellation. 相似文献
25.
Rehabilitation of socially withdrawn preschool children through mixed-age and same-age socialization
24 socially withdrawn preschool children were located through classroom observations and assigned to 3 conditions: (a) socialization with a younger child during 10 play sessions, (b) socialization with an age mate during a similar series of sessions, and (c) no treatment. The socialization sessions, particularly those with a younger partner, were found to increase the sociability of the withdrawn children in their classrooms. Significant increases occurred mainly in the rate with which positive social reinforcement was emitted. Generally, the results support a leadership deficit theory of social isolation. Possible mechanisms responsible for the observed changes are discussed. 相似文献
26.
Understanding the speech act(s) a sentence conveys requires that a listener follow conversational rules and use clues provided by the sentence and the context in which it is spoken. To trace the development of speech act comprehension in mentally retarded and nonretarded school age children, we examined their responses to sentences such as Would you open the telephone book? and Could you roll the shoebox? These sentences can be intended as questions or as directives. Nonretarded adults follow the "answer obviousness" rule and interpret a sentence of this type as a question if the answer to the question is nonobvious to the speaker, but as a directive if the question has an obvious answer. We manipulated answer obviousness by varying both the context and linguistic properties of the interrogative. Retarded and nonretarded individuals at the nonverbal MAs of 5, 7, and 9 years were studied. Retarded and nonretarded individuals at all MAs followed the answer obviousness rule and used the contextual and linguistic clues available. There were only minor differences between MA-matched retarded and nonretarded subjects despite the fact that the retarded subjects had serious deficits in receptive linguistic competence. The implications for understanding the development of comprehension in retarded persons and for understanding the relations among language, cognition, and communication in general are considered. 相似文献
27.
Melina Furman Angela Calabrese Barton Ben Muir 《Cultural Studies of Science Education》2012,7(1):153-174
An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant
backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might
adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning
practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle
school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe
how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some
of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a
space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity
as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education
programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice. 相似文献
28.
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