Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study     

Nuria Calet  Nicolás Gutiérrez-Palma  Ian C. Simpson  M. Carmen González-Trujillo  Sylvia Defior 《Scientific Studies of Reading》2015,19(1):51-71

Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed.  相似文献   

The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics     

Manuel Perea  Victoria Panadero  Carmen Moret-Tatay  Pablo Gómez 《Learning and Instruction》2012,22(6):420-430

Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined whether this effect generalises to young normal readers and readers with developmental dyslexia, and whether increased inter-letter spacing affects the reading times and comprehension of a short text. To that end, we conducted a series of lexical decision and continuous reading experiments in which words were presented with the default settings or with a small increase in inter-letter spacing. Increased spacing produced shorter word identification times not only with adult skilled readers (Experiment 1), but also with young normal readers (Grade 2 and Grade 4 children; Experiment 2) and, even to a larger degree, with readers with dyslexia (Experiments 3 and 4). These experiments suggest that slight increases in inter-letter spacing would improve the readability of texts aimed at children, especially those with dyslexia.  相似文献   

The Courage to be Creative: An Interview with Dr. Yong Zhao     

Carmen Richardson  Danah Henriksen  Punya Mishra  The Deep-Play Research Group 《TechTrends》2017,61(6):515-519

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Output feedback stabilization for symmetric control systems     

Carmen Coll  Néstor Thome 《Journal of The Franklin Institute》2005,342(7):814-823

This work is devoted to the study of symmetric control systems. It establishes a relation between internal symmetry and external one for a linear invariant control system having n real simple poles. The symmetric stabilization problem is studied using a symmetric feedback gain such that the output control stabilizes the closed-loop system. A necessary and sufficient condition is given to solve this stabilization problem for a symmetric control system (A,B,C) and a generalized symmetric control system (E,A,B,C).  相似文献   

The assessment life cycle: A model for analysing institutional e‐assessment development     

Jane McNeil  Michaela Borg  Carmen Tomas 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):E21-E24

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Adolescents’ future wishes and fears in their acculturation process     

Elena Briones  Carmen Tabernero  Alicia Arenas 《Int J Intercult Relat》2011,35(1):1-8

In this study we aim at learning about adolescents’ future fears and wishes from different cultural origins with a view to finding implications for intervention in the furthering of their satisfaction and social integration in their acculturation process. The study sample comprised 938 secondary school students—64.4% Spanish, 19.7% South American and 12.8% African. Wishes and fears were evaluated by means of two open questions and the answers were categorized following traditional content analysis methodology. Results show that the adolescents wish for a satisfactory job, family and economic situation, and that they are concerned about aspects such as their own health and that of their family, the possibility of having a precarious job, isolation from their family of origin, and not forming a family. The findings also allow us to give differential profiles according to the cultural origin of the adolescents.  相似文献   

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas     

Gallardo-Montes  Carmen del Pilar  Caurcel Cara  María Jesús  Rodríguez Fuentes  Antonio 《Education and Information Technologies》2022,27(3):4087-4115

Education and Information Technologies - Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick...  相似文献   

A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile     

Carmen Montecinos  Romina Madrid  María Beatriz Fernández  Luis Ahumada 《Educational Assessment, Evaluation and Accountability》2014,26(3):241-261

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The impact of childhood sexual abuse in anorexia nervosa     

Carter JC  Bewell C  Blackmore E  Woodside DB 《Child abuse & neglect》2006,30(3):257-269

OBJECTIVE: The aim of this study was to examine the impact of childhood sexual abuse (CSA) on clinical characteristics and premature termination of treatment in anorexia nervosa (AN). METHOD: The participants were 77 consecutive patients with AN admitted to an inpatient eating disorders unit. The patients were assessed in terms of eating disorder symptoms, general psychopathology, and CSA history at admission to hospital. RESULTS: Thirty-seven patients (48%) reported a history of CSA before the onset of the eating disorder. Individuals with a history of CSA reported significantly greater psychiatric comorbidity, including higher levels of depression and anxiety, lower self-esteem, more interpersonal problems, and more severe obsessive-compulsive symptoms. Patients with the binge-purge subtype of AN (AN-BP) were significantly more likely to report a history of CSA prior to the onset of the eating disorder as compared with patients with the restricting subtype (AN-R) of the illness (65% of the AN-BP patients vs. 37% of the AN-R patients; p<.02). Contrary to our predictions, abused patients were not significantly more likely to dropout of treatment overall. However, patients of the binge-purge subtype (AN-BP) with a history of CSA were significantly more likely to terminate treatment prematurely as compared with the other patients. CONCLUSIONS: Consistent with previous findings, the present results indicate that the prevalence of CSA is high among individuals seeking inpatient treatment for AN. A history of CSA was associated with greater psychiatric disturbance overall and a higher rate of dropout for patients of the binge-purge subtype.  相似文献   

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education     

Carmen Mills 《Asia-Pacific Journal of Teacher Education》2013,41(1):41-54

As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways.  相似文献