Reading retardation or linguistic deficit? II: test-answering strategies in hearing and hearing-impaired school children     

D. J. Wood  A. J. Griffiths  A. Webster 《Journal of Research in Reading》1981,4(2):148-156

The reading test performances of 60 hearing and 60 hearing-impaired children of similar measured reading ages on the Southgate reading test were analysed. As in an earlier study using the Brimer Wide-span test it was shown that the performances of the two groups were quite different. Deaf children tackled significantly more test items than the hearing and made significantly more errors in achieving similar reading scores. A detailed examination of both correct and incorrect answers showed that the deaf children were not simply providing answers to questions at random. Even where they produced incorrect responses they tended, as a group, to select the same answer. Unlike the hearing group, who did not converge on the same incorrect solution to difficult test items, the deaf were systematic in their choices, indicating that they were using a consistent strategy. A post hoc examination of individual test items indicated that the deaf children were selecting answers on the basis of word associations in each test item. On some items these produced a correct response, on others the same (incorrect) response. The implications of these findings are discussed to argue that reading tests based on hearing norms are of little value in the assessment of reading abilities and reading problems in hearing-impaired children.  相似文献   

Reading retardation or linguistic deficit? I: interpreting reading test performances of hearing-impaired adolescents     

A. Webster  D.J. Wood  A.J. Griffiths 《Journal of Research in Reading》1981,4(2):136-147

The performances of 120 children – 60 hearing and 60 hearing-impaired – on the Brimer Wide-span Reading Test were compared. These children fell into three groups of 40 (20 hearing-impaired, 20 hearing) and were matched for reading ages at 7:0-7:10, 8:0-8:10 and 9:0-9:10 years respectively. Their reading test performances were analysed in detail to reveal marked differences both in frequency of errors and error types between the deaf and hearing children at all reading ages. The hearing-impaired children attempted significantly more test items than the hearing children of matched reading age. They made more errors and significantly more of their errors were classified as‘non-linguistic’in nature. The implications of these results both for the nature of reading processes in the hearing-impaired and the value of tests in measuring their reading abilities are discussed.  相似文献   

Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education,Health and Care Plans and Statements in mainstream secondary schools     

Rob Webster  Peter Blatchford 《欧洲特需教育杂志》2019,34(1):98-113

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Books and articles of academic interest     

David S. Webster 《Academic Questions》1992,5(3):99-100

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Teaching Practices that Promote Motor Skills in Early Childhood Settings     

Leah E. Robinson  E. Kipling Webster  S. Wood Logan  W. Amarie Lucas  Laura T. Barber 《Early Childhood Education Journal》2012,40(2):79-86

Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate instructional approach to promote motor skill development to preschool-age children. Twenty undergraduate Early Childhood Education majors, who completed a Motor Development Across the School Years course, designed and implemented a movement program to develop preschoolers’ locomotor and object control skills. Fourteen preschoolers participated in an 11-week movement program. Preschoolers’ motor performance was assessed with the Test of Gross Motor Development—2nd Edition prior to and following the intervention. Results indicate significant improvements in total performance (p < .05) and locomotor skills (p = .037). Findings indicate that with guidance and training, early childhood majors can effectively design and implement a mastery-based movement program that enhances motor skill competence. The findings also demonstrate the need and value for early childhood majors to receive training in the design and implementation of movement programs. This paper provides a conceptual framework and practical recommendations to assist teachers and educators with implementing a mastery climate movement programs.  相似文献   

Community Forum: Research Libraries in the Digital Age     

Duane Webster  Betty Sue Flowers 《图书馆管理杂志》2013,53(3):303-310

ABSTRACT

This dialogue provides a summary and assessment of issues discussed relating to research libraries and research universities in a digital environment.  相似文献   

Measuring the research experience of research postgraduate students in Hong Kong     

Lily M. Zeng  Beverley J. Webster  Paul Ginns 《高等教育研究与发展》2013,32(4):672-686

To date, there has been little research in non-Western contexts exploring the research experience of research higher degree (RHD) students and the effect of research experience on student outcomes. The purposes of this study were to validate the Student Research Experience Questionnaire (SREQ) developed in Australia in the Hong Kong context and to explore the relationships between student research experiences and their perceived skill development and overall satisfaction with their research degree experiences. Data were collected from 599 RHD students. The results supported the construct validity of four SREQ scales (supervision, infrastructure, intellectual climate and skill development). The results of the structural equation modelling suggested that supervision related to students' perceived skill development and overall satisfaction, while intellectual climate and infrastructure were related to overall satisfaction only. The data provide a better understanding of how we can promote positive learning outcomes of RHD students.  相似文献   

Double standards and first principles: framing teaching assistant support for pupils with special educational needs     

Rob Webster  Peter Blatchford  Paul Bassett  Penelope Brown  Clare Martin  Anthony Russell 《欧洲特需教育杂志》2013,28(4):319-336

Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs’ deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large study of school support staff in the UK (the DISS project). The findings from this study show that TA support has a negative impact on pupils’ academic progress, especially pupils with SEN. The findings render the current system of support for SEN highly questionable: TAs have inadvertently become the primary educators of pupils with SEN. This paper sets out the likely explanations for the negative effects in terms of three ‘frames’ – deployment, practice and preparedness – and then uses these frames to identify specific implications for pupils with SEN. We offer suggestions on how to make the most productive use of TA support.  相似文献   

The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools: results from a systematic observation study     

Rob Webster  Peter Blatchford 《欧洲特需教育杂志》2013,28(4):463-479

Findings from the Deployment and Impact of Support Staff project showed that day-to-day support for pupils with special education needs (SEN) in mainstream UK schools is often provided by teaching assistants (TAs), instead of teachers. This arrangement is the main explanation for other results from the project, which found TA support had a more profound, negative impact on the academic progress of pupils with SEN than pupils without SEN. There is, however, surprisingly little systematic information on the overall support and interactions experienced by pupils with the highest levels of SEN attending mainstream schools (e.g. those with Statements). The Making a Statement project was designed to provide such a picture in state-funded primary schools in England (e.g. schools attended by children aged between five and 11). Extensive systematic observations were conducted of 48 pupils with Statements and 151 average-attaining ‘control’ pupils. Data collected over 2011/12 involved researchers shadowing pupils in Year 5 (nine- and 10-year olds) over one week each. The results, reported here, show that the educational experiences of pupils with Statements is strongly characterised by a high degree of separation from the classroom, their teacher and peers. A clear point to emerge was the intimate connection between TAs and the locations, in and away from the classroom, in which pupils with Statements are taught. The currency of Statements – a set number of hours of TA support – is identified as key factor in why provision leads to these arrangements, and appears to get in the way of schools thinking through appropriate pedagogies for pupils with the most pronounced learning difficulties.  相似文献   

The impact of group viewing on patterns of television program choice     

James G. Webster  Jacob J. Wakshlag 《广播与电子媒介杂志》2013,57(1):445-455

This study addressed a discrepancy between theories of program choice and observed audience behavior. It found that expected patterns of choice are significantly enhanced when viewing groups are constant over time.  相似文献