Parent question use during shared reading time: How does training affect question type and frequency?     

Jamie Zibulsky  Christine Casbar  Tamar Blanchard  Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献   

Channel One Revisited: Prospective Teachers and the Role of American Higher Education     

A. J. Angulo  Susan K. Green 《Innovative Higher Education》2007,32(2):105-112

This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective of prospective teachers and post-secondary education. A. J. Angulo  is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University. His research interests include history of education, technology and education, and student rights. Susan K. Green  is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues in education.  相似文献   

Vocational Education in the Commonwealth Caribbean and the United States     

Theodore Lewis  Morgan V. Lewis 《比较教育学》1985,21(2):157-171

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Preschool children use linguistic form class and pragmatic cues to interpret generics     

Gelman SA  Raman L 《Child development》2003,74(1):308-325

Generic noun phrases (e.g., "Bats live in caves") are important for expressing knowledge about abstract kinds. Past work has found that parents frequently use generic noun phrases in their speech to young children. However, little is known regarding how children understand these expressions, nor which cues signal generic meaning. The present set of 5 studies examined the influence of linguistic form class (e.g., "What color are dogs?" [generic] versus "What color are the dogs?" [nongeneric]) and of pragmatic context (e.g., "What color are they?" in the presence of either a single exemplar [generic] or multiple exemplars [nongeneric]). Participants were 2-year-olds (N = 42), 3-year-olds (N = 40), 4-year-olds (N = 40), and adults (N = 51). The data indicate that by 2 years of age, children use linguistic form class, and by 3 years of age, children use pragmatic context. These findings demonstrate that young children have begun to understand the distinction between generic and nongeneric noun phrases from a very young age, and that identification of generics is signaled not by formal or pragmatic cues alone, but by a combination of information from both language form and pragmatic context. It is suggested that children make use of multiple linguistic and conceptual cues to acquire and interpret generics.  相似文献   

Few take up offer of gene screening     

Miller SK 《New scientist (1971)》1993,139(1891):6

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Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control     

Pascale Marguerite Josiane Engel de Abreu  Susan Elizabeth Gathercole  Romain Martin 《Learning and individual differences》2011,21(5):569-574

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Grand Multiparous Women's Perceptions of Birthing, Nursing Care, and Childbirth Technology     

Fleming SE  Smart D  Eide P 《The Journal of perinatal education》2011,20(2):108-117

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A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start     

Emily Worthington  Susan Maude  Kere Hughes  Gayle Luze  Carla Peterson  Mary Jane Brotherson  Katherine Bruna  Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60

The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics, Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning needs of children learning English in their classrooms. Key challenges involved communicating with children and their families in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development and language skills of other staff. However, available resources were often underutilized and limited for teachers to use in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second language learning opportunities for teachers. Further implications for training and research are discussed.  相似文献   

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings     

Kyong-Ah Kwon  James Elicker  Susan Kontos 《Early Childhood Education Journal》2011,39(4):267-277

The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of social IEP objectives to reflect children’s social functioning and guide provision of teacher talk, and (c) differences in children’s peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children’s social IEPs accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated settings, even though there was no significant difference in amount of teacher talk in the two settings.  相似文献