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Frank R. Vellutino Donna M. Scanlon Haiyan Zhang Christopher Schatschneider 《Reading and writing》2008,21(4):437-480
Entry-level kindergartners in classrooms from five middle class school districts were given a test of letter identification
and children who scored at or below the 30th percentile on the test were classified as “at risk” for early reading difficulties.
Half of these children were randomly assigned to a project-based intervention condition where they received supplementary
intervention in small groups until the end of their kindergarten year. The other half received whatever remedial services
were available at their home schools and literacy skills development in both groups was tracked throughout kindergarten. All
available at-risk children were again assessed at the beginning of first grade and dichotomized into a “continued-risk” group
and a “no-longer-at-risk” group using a composite measure of basic word level skills. Normal reader controls were also identified
using the same measure. Children in the continued-risk group received either project-based intervention (one-to-one tutoring
30 min daily) or school-based intervention throughout first grade. Intervention for project treatment children was discontinued
at the end of first grade and literacy development in all groups was tracked until the end of third grade. The present study
focused on literacy development in children who received only project-based kindergarten intervention or both (project-based)
kindergarten and first grade intervention, relative to the normal reader controls. Of special interest was the question of
whether measures of response to intervention would more effectively distinguish between continued-risk and no-longer-at-risk
children than would kindergarten screening measures, measures of intelligence, or measures of reading-related cognitive abilities.
Results indicated that the RTI measures more effectively and more consistently distinguished between these two groups than
did the psychometric measures.
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| Frank R. VellutinoEmail: |
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医学期刊的网络化现状与发展 总被引：5，自引：0，他引：5
文章分析了我国医学期刊网络化的意义、现状与问题，提出网络化不仅是医学期刊也是出版业发展的必然趋势，应该转变观念，加速人才培养，健全政策法规，统一技术标准，促进我国医学期刊网络化进一步发展。 相似文献
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Eileen Scanlon Canan Blake Richard Joiner Tim O'Shea 《Learning, Media and Technology》2005,30(2):165-183
Simulations on computers can allow many experiments to be conducted quickly to help students develop an understanding of statistical topics. We used a simulation of a challenging problem in statistics as the focus of an exploration of situations where members of a problem‐solving group are physically separated then reconnected via combinations of computer and communications technology to work collaboratively on the simulation. The particular focus in this work was on trying to understand how students could use a system which allowed them to conduct variable based practical experiments in order to help them develop their knowledge and understanding of a statistics topic. We wished to develop an understanding of the virtual space created by shared simulations and video communication tools for supporting collaborative work between people at a distance. The paper reports on an experiment involving 48 subjects using this virtual space to establish the impact on their statistics understanding and to map their use of this distributed environment for learning. It establishes that the virtual space is effective for learning, and that the video conferencing condition which allows for eye contact between the pairs has some advantages for successful problem‐solving with the simulation. In addition the experimental setting provided some opportunities for exploring subjects' understanding of statistical and experimental concepts. 相似文献
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Shelagh Ross, Staff Tutor in Science in the Open University's East Anglian Region, and Eileen Scanlon, Lecturer in the Open University's Institute of Educational Technology, have conducted a study of course choice for Science Faculty students. They asked the question as to whether Science Foundation course students select fairly traditional degree profiles of an ‘all Science’ tendency, or whether they range more freely across a range of subjects, and secondly, what role taking one or two Foundation courses played in contributing to success. 相似文献
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Eileen Scanlon Erica Morris Terry di Paolo Martyn Cooper 《Studies in Science Education》2013,49(1):73-114
This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to reform them. We focus on issues pertaining to science curriculum and textbooks, language, religion, student learning in science, science teacher education and science education research and summarise the challenges and opportunities for research faced in each area. We conclude the paper by proposing a set of policy and research recommendations that could aid in the development of lasting solutions for recurring problems. 相似文献
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Scott Baker Russell Gersten David Scanlon 《Learning disabilities research & practice》2002,17(1):65-77
A solid, emerging research base exists to inform how we provide meaningful access to the general education curriculum for students with learning disabilities (LD). For example, the presentation of challenging content to academically diverse learners can be demystified using content enhancement techniques. Additionally, a range of strategies can be taught to enhance reading comprehension and expressive writing abilities. Examples from several lines of research in comprehension and writing are used to highlight the underlying features of these empirically based approaches and to introduce the reader to the history of this expanding body of research. 相似文献
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Jonathan P. San Diego James C. Aczel Barbara K. Hodgson Eileen Scanlon 《Educational technology research and development : ETR & D》2012,60(5):859-881
When learners use computers, they typically look at the screen, type, use the mouse, talk, write, sketch and make gestures. This paper identifies technical, practical, ethical and methodological challenges associated with traditional methods for studying such interactions. It examines the potential of recent technologies for identifying learners?? attention, recording real-time writing and sketching, and analyzing multiple data feeds in an integrated way. A study of learners?? interactions with multiple representations is used to illustrate the advantages and disadvantages of digital approaches to collecting, coordinating and analyzing observational data. The paper argues that there is a need for research into frameworks for analyzing digital data of learners?? computer interactions in systematic and principled ways. 相似文献
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