The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample   总被引：1，自引：0，他引：1  

Deborah A. Goff  Chris Pratt  Ben Ong 《Reading and writing》2005,18(7-9):583-616

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

Availability and use of educational media in secondary schools in Ondo State     

Chris Okwudishu 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):32-42

The author reports on a pilot study aimed at identifying what items of educational media were available in selected schools in Ondo State, Nigeria, and the extent of their use. A twenty-eight item questionnaire was used to assess availability. use, attitude of principals and support for instructional media. Seventy-seven schools from different parts of Ondo State participated in the study. The results showed that these secondary schools were generally very poorly equipped with educational media and that the level of use was very low. The reasons for this are fourfold: economic, political, the lack of training and the lack of co-ordination among the agencies responsible. Recommendations include the rationalisation of small schools, a programme of workshops and seminars and the involvement of classroom teachers in the planning and production of educational broadcasts.  相似文献   

The GLOBE Visualization Project: Using WWW in the Classroom     

de La Beaujardière  J-F.  Cavallo  John  Hasler  A. Fritz  Mitchell  Horace  O'Handley  Chris  Shiri  Ron  White  Richard 《Journal of Science Education and Technology》1997,6(1):15-22

Though commercial interest in the World Wide Web is growing, the potential uses of the medium as a learning tool are numerous. The GLOBE Visualization Project is one such educational application. We have designed and implemented a WWW-based, user-friendly, language-independent, graphical user interface providing access to visualizations created for GLOBE, a multinational program of education and science. The target users of the system are K–12 students and their teachers from over 1100 schools in 39 countries; other clients include the GLOBE scientific investigators and members of the public internationally. Navigation is intuitive, and employs the metaphors of a Control Panel which changes the image appearing in a Viewscreen. The interface can be learned empirically by persons of all ages regardless of technical expertise or native language; context-sensitive help is provided for users who prefer documentation. The GLOBE Visualization server is on the World Wide Web at URL http://globe.gsfc.nasa.gov/globe/.  相似文献   

Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs     

Bryan S. Hubain  Evette L. Allen  Jessica C. Harris  Chris Linder 《International journal of qualitative studies in education》2016,29(7):946-963

In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master’s programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared.  相似文献   

安康旅游形象塑造和旅游营销策略研究   总被引：2，自引：0，他引：2  

崔晓明  Chris Ryan 《安康学院学报》2008,20(6):20-22

《安康旅游发展总体规划》将安康定位为“具有通道型、集散型和休闲观光型旅游目的地特征的休闲型健康养生旅游目的地和深度游憩目的地”。根据这一定位,从创新、整合休闲文化旅游资源的视角,探讨安康旅游形象塑造策略和多元化旅游产品结构,并通过整合旅游营销策略,提升安康旅游整体形象和产品的知名度、吸引力和竞争力。  相似文献   

Computer‐based cognitive assessment and the development of reading     

Chris Singleton  Kevin Thomas  Joanna Horne 《Journal of Research in Reading》2000,23(2):158-180

This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered.  相似文献   

Making friends in the ‘electronic student lounge’     

Chris Phillips 《Distance Education》1990,11(2):320-333

An important characteristic of computer conferencing in the context of distance teaching is that there is no requirement for all participants to interact at the same time. Individual users can participate at times which suit them. In an educational context, computer conferencing can provide for a variety of interactions between students, and between students and teaching staff. The .’electronic student lounge’ is a conference for socialising, for making friends, and for forming special interest groups. The 1989 extramural telecommunications (EXTEL) project at Massey University, New Zealand, provided a group of Computer Science students with such a facility. The project was based on an innovative, cheap, easy‐to‐use electronic messaging system developed at Massey.

This paper describes the EXTEL project, including the messaging system employed and the data gathering methods used to evaluate it. An analysis is presented of a sample of the more than 2000 messages exchanged over the trial period. The results of surveys of the participating students both before and after the trial are also presented. A significant proportion of the interactions were found to consist of ‘general chat’ thus supporting the notion that this type of facility helps reduce the isolation often experienced in distance teaching.  相似文献   

越战纪念墙     

Chris 《中学生天地》2003,(12):57

由抛光的黑色花岗岩建成的越战纪念墙位于美国华盛顿国家公园里。三角形的墙长246.75英尺,顶角为125度12分,顶点高10.1英尺。墙上刻着58191个在越战中牺牲的人的名字,被人们称作“巨大的墓碑”。  相似文献   

Realism,reflection and responsibility: the challenge of writing effective scenarios to support the development of ethical thinking skills     

Chris Ribchester  Ruth L. Healey 《Journal of Further & Higher Education》2019,43(1):101-114

Universities are paying increased attention to how they might support the ethical development of their students as one of a range of graduate attributes that will enable them to negotiate increasingly complex professional, civic and personal futures. Scenario-based learning is a long-standing strategy used in ethical teaching, and this paper describes and evaluates a version of this approach as applied to a second year undergraduate tutorials module. A quantitative assessment of the development of students’ ethical sensitivity over the course of two deliveries of the module shows an uneven impact but also some encouraging trends. A detailed qualitative analysis of how students responded to each scenario identifies five factors that appear to precipitate more in-depth reflection on ethical problems, and these are presented as useful points of guidance for teachers writing ethical scenarios for the first time or for those aiming to hone their existing practice. These factors include the challenge of devising circumstances which appear realistic and plausible to contemporary undergraduate students, constructing scenarios which encourage readers to reflect on and test their personal values, and portraying events which push students to intervene proactively and so take individual responsibility for their decisions and actions.  相似文献   

What does better peer review look like? Underlying principles and recommendations for better practice     

Heidi Allen  Alexandra Cury  Thomas Gaston  Chris Graf  Hannah Wakley  Michael Willis 《Learned Publishing》2019,32(2):163-175

We conducted a literature review of best practice in peer review. Following this research, we identified five principles for better peer review: Content Integrity, Content Ethics, Fairness, Usefulness, and Timeliness. For each of these principles, we have developed a set of recommendations to improve peer review standards. In this article, we describe the role of peer review and how our five principles support that goal. This article is intended to continue the conversation about improving peer review standards and provide guidance to journal teams looking to improve their standards. It is accompanied by a detailed checklist, which could be used by journal teams to assess their current peer review standards.  相似文献