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This study evaluates Reading Intervention—a 10-week supplementary reading programme emphasising the link between phonological
awareness and reading—when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties
participated in Reading Intervention and their progress and attainments were compared with those of a representative control
group from the same classes, matched on age and gender. Language profiles were also explored. Children with reading difficulties
showed weaknesses in phonological awareness and literacy as well as nonphonological oral language skills and nonverbal reasoning.
During the intervention, the intervention group made significantly greater progress than the control group in early word reading,
phoneme awareness and phonetic spelling. Over a 6-month follow-up period, the intervention group maintained its gains but
during this time made significantly less progress on single word reading, phoneme awareness and phonetic spelling than the
control group. These findings provide evidence that reading interventions can be delivered effectively in standard educational
settings. We argue that a better understanding of how to manage withdrawal of intervention and how to address poor readers’
additional oral language weaknesses is needed. 相似文献
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In this era of globalization, internationalization—both as an idea and an agenda—is receiving widespread attention at academic institutions across North America. Although faculty
are necessarily key participants in initiatives to internationalize academia, surprisingly little work has been published
that addresses the roles, responsibilities, and problems faced by the faculty on an operational level. This article has been
written to provide administrators with some insight into faculty perspectives on the goals, strategies, and processes of internationalization.
The authors present a case study of internationalization processes currently underway in the School of Architecture and Allied
Arts at the University of Oregon. They discuss a faculty-driven approach that focused on mapping internationalization, addressing
barriers to internationalization, and improving structures and systems to enhance internationalization. An in-depth critical
analysis of the case leads to recommendations and a framework for navigating diverse tensions and responsibilities implicit
in an internationalization imperative.
相似文献
| Stephen DuffEmail: |
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The University of Pittsburgh Electronic Recordkeeping Research Project established a model for developing functional requirements and metadata specifications based on warrant, defined as the laws, regulations, best practices, and customs that regulate recordkeeping. Research has shown that warrant can also increase the acceptance by records creators and others of functional requirements for recordkeeping. This article identifies areas related to warrant that require future study. The authors conclude by suggesting that requirements for recordkeeping may vary from country to country and industry to industry because of differing warrant. 相似文献
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研究表明历史学家为了更深地挖掘档案资源,有意地与档案工作者建立关系.这层和档案工作者的关系是他们的社会资本,由此他们找到了获取这些特殊知识的途径.本文揭示了历史学家与档案工作者建立关系所采取的策略,以及他们在寻找资源方面对这种关系的评估.同时本文也检视了历史学家、博士生们和档案工作者建立关系的不同之处,并且预测了网络上档案资源和检索工具对历史学家和档案工作者之间关系的影响. 相似文献
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In 2004, the Scottish Parliament commissioned an independent review of abuse in children’s residential establishments between 1950 and 1995. In 2007, the review’s findings were published in a report entitled Historical Abuse Systemic Review: Residential Schools and Children’s Homes in Scotland 1950 to 1995, also known as the Shaw Report. In this article, the Shaw Report provides the jumping off point for a case study of the social justice impact of records. Drawing on secondary literature, interviews, and care-related records, the study identifies narratives that speak to the social justice impact of care records on care-leavers seeking access to them; it also assesses the potential of the surviving administrative records to serve as a foundation on which to construct historical narratives that speak more generally to the experience of children in residential care. 相似文献
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We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children’s subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further. These results provide evidence that both phonological and semantic knowledge are causal influences on learning to read words aloud in Chinese. It appears that learning to read words in Chinese may entail a greater reliance on mappings from orthography to semantics than learning to read words in alphabetic orthographies. 相似文献