Effects of Supplemental Early Reading Intervention at 2-Year Follow Up: Reading Skill Growth Patterns and Predictors     

Patricia F. Vadasy  Elizabeth A. Sanders  Robert D. Abbott 《Scientific Studies of Reading》2013,17(1):51-89

This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals through the end of 3rd grade. Growth model results indicate that students continued to benefit from 1st-grade intervention through the end of 3rd grade, with average performance near 50th percentile on decoding and reading fluency, near 40th percentile on word reading and comprehension, and near 30th percentile on spelling. Without exception, both receptive language and rapid automatized naming uniquely predicted 3rd-grade outcomes. Of the students remaining in study in fall of 2nd grade, a subgroup selected by their teachers received additional supplemental instruction. Students referred for added intervention continued to perform significantly lower than those more readily remediated with 1st-grade intervention alone.  相似文献   

Caffeine and performance in clay target shooting     

Bianca Share  Nick Sanders 《Journal of sports sciences》2013,31(6):661-666

Abstract

Controversy surrounds the influence that caffeine has on accuracy and cognitive performance in precision activities such as shooting and archery. The aim of this study was to assess the effects of two doses of caffeine on shooting performance, reaction time, and target tracking times in the sport of clay target shooting. A randomized, double-blind, placebo-controlled design was undertaken by seven elite male shooters from the double-trap discipline. Three intervention trials (2 mg caffeine · kg^?1 body mass (BM); 4 mg caffeine · kg^?1 BM; placebo) were undertaken, in which shooters completed four rounds per trial of 50 targets per round. Performance accuracy (score) and digital video footage (for determination of reaction time and target tracking times) were gathered during competition. Data were analysed using repeated-measures analysis of variance. No differences in shooting accuracy, reaction time or target tracking times among the three intervention trials or across the four rounds within each intervention were observed (P > 0.05). The results indicate that ingestion of ≤4 mg caffeine · kg^?1 BM does not provide performance benefits to elite performers of clay target shooting in the double-trap discipline.  相似文献   

Kinematic parameters contributing to the production of spin in elite finger spin bowling     

L. Sanders  P.J. Felton 《Journal of sports sciences》2013,31(24):2787-2793

ABSTRACT

The aim of this study was to identify the key kinematic parameters which contribute to higher spin rates in elite finger spin bowling. Kinematic data were collected for twenty-three elite male finger spin bowlers with thirty kinematic parameters calculated for each delivery. Stepwise linear regression and Pearson product moment correlations were used to identify kinematic parameters linked to spin rate. Pelvis orientation at front foot contact (r = 0.674, p < 0.001) and ball release (r = 0.676, p < 0.001) were found to be the biggest predictors of spin rate, with both individually predicting 43% of the observed variance in spin rate. Other kinematic parameters correlated with spin rate included: shoulder orientation at ball release (r = 0.462, p = 0.027), and pelvis-shoulder separation angle at front foot contact (r = 0.521, p = 0.011). The bowlers with the highest spin rates adopted a mid-way pelvis orientation angle, a larger pelvis-shoulder separation angle and a shoulder orientation short of side-on at front foot contact. The segments then rotated sequentially, starting with the pelvis and finishing with the pronation of the forearm. This knowledge can be translated to coaches to provide a better understanding of finger spin bowling technique.  相似文献   

What is a theme? Teaching thematic analysis in qualitative communication research methods     

Kristina M. Scharp  Matthew L. Sanders 《Communication Teacher》2019,33(2):117-121

Course: Qualitative Research Methods

Objectives: To provide students with an experiential understanding of the six steps to conducting a thematic analysis: (1) gaining familiarity with the data, (2) creating coding categories or subcategories, (3) generating themes, (4) reviewing themes, (5) labeling themes, and (6) identifying exemplars. To help students understand the value of verification procedures: (1) peer debriefing, (2) referential adequacy, and (3) the audit trail.  相似文献   

Further evidence for teacher knowledge: supporting struggling readers in grades three through five     

Deborah McCutchen  Laura Green  Robert D. Abbott  Elizabeth A. Sanders 《Reading and writing》2009,22(4):401-423

We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition. Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates, but to a more limited extent.  相似文献   

Behavioural self‐control with children and adolescents: a review and critical analysis of educational applications     

Matthew R. Sanders 《International Journal of Disability, Development & Education》1978,25(2):83-104

This paper reviews recent research on the effectiveness behavioural self‐control procedures with children and adolescents. A range of procedural variations relevant to children's problems is discussed, and empirical evidence on the use of self‐control procedures in educational settings is evaluated. Methodological issues are considered, and suggestions for further research and application are made. Although reports on the effectiveness of various techniques have been encouraging, further systematic analysis is required in order to delineate specific variables responsible for behaviour change and to determine limits of applicability with children and adolescents.  相似文献   

The relationship of visual synthesis skill to lipreading     

J W Sanders  J E Coscarelli 《American annals of the deaf》1970,115(1):23-26

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Mapping the foundationalist debate in computer ethics   总被引：1，自引：1，他引：1  

Luciano Floridi  J.W. Sanders 《Ethics and Information Technology》2002,4(1):1-9

The paper provides a critical review of thedebate on the foundations of Computer Ethics(CE). Starting from a discussion of Moor'sclassic interpretation of the need for CEcaused by a policy and conceptual vacuum, fivepositions in the literature are identified anddiscussed: the ``no resolution approach',according to which CE can have no foundation;the professional approach, according to whichCE is solely a professional ethics; the radicalapproach, according to which CE deals withabsolutely unique issues, in need of a uniqueapproach; the conservative approach, accordingto which CE is only a particular appliedethics, discussing new species of traditionalmoral issues; and the innovative approach,according to which theoretical CE can expandthe metaethical discourse with a substantiallynew perspective. In the course of the analysis,it is argued that, although CE issues are notuncontroversially unique, they are sufficientlynovel to render inadequate the adoption ofstandard macroethics, such as Utilitarianismand Deontologism, as the foundation of CE andhence to prompt the search for a robust ethicaltheory. Information Ethics (IE) is proposed forthat theory, as the satisfactory foundation forCE. IE is characterised as a biologicallyunbiased extension of environmental ethics,based on the concepts of information object/infosphere/entropy rather thanlife/ecosystem/pain. In light of the discussionprovided in this paper, it is suggested that CEis worthy of independent study because itrequires its own application-specific knowledgeand is capable of supporting a methodologicalfoundation, IE.  相似文献   

Civil politics in the animal rights conflict: god terms versus casuistry in Cambridge, Massachusetts     

Sanders S  Jasper JM 《Science, technology & human values》1994,19(2):169-188

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Viewing the changing world of educational technology from a different perspective: Present realities,past lessons,and future possibilities     

Martie Sanders  Ann George 《Education and Information Technologies》2017,22(6):2915-2933

This review paper focuses on likely reasons for the rhetoric-reality gap in the use of educational information and communication technology. It is based on the assumption that the present challenges being experienced with educational ICT might be avoided in the future if we look at the current challenges from a different perspective, by revisiting past research to gain insights from the history of innovations in educational technology. Seven major lessons emerging from the review could inform future directions so that the future does not simply replicate the disappointing results achieved thus far. We argue that the vision for ICT has been unrealistically ambitious, and review reasons to justify this point of view. We suggest that setting more attainable goals, based on the actuality of educational contexts, might be a more pragmatic way to go in a future of constantly changing educational technology.  相似文献