Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2?     

H. Lee Swanson  Leilani Sez  Michael Gerber 《Learning disabilities research & practice》2004,19(4):225-238

This study determined the degree to which the phonological and executive components of memory reflect language‐specific capacities in reading achievement. We tested whether the memory processes in a sample of English‐language learners that played a major role in predicting second‐language acquisition and risk for reading disability (RD) in Grade 1 (Swanson, Sáez, Gerber, & Leafstedt, 2004) also predicted reading performance in Grade 2. The present results showed that Spanish short‐term memory (STM) performance in Grade 1 predicted basic Spanish‐reading skills and Spanish comprehension in Grade 2, whereas Grade 1 English STM performance predicted English vocabulary and English comprehension in Grade 2. More importantly, children at risk for RD in Grade 1 differed from the counterparts in Grade 2 on both English and Spanish measures of reading, whereas their memory deficits were isolated to Spanish STM and working memory (WM). The relationship between language‐specific processes in memory and reading are discussed.  相似文献   

Somatotype and longevity of former university athletes and nonathletes     

B R Wilson  H W Olson  H A Sprague  W D Van Huss  H J Montoye 《Research quarterly for exercise and sport》1990,61(1):1-6

A longitudinal study was conducted on 398 athletes and 369 nonathletes who were born before 1920 and attended Michigan State University. The subjects were compared to determine if intercollegiate athletic competition accounts for significant variation in longevity when considered with somatotype. Because some of the subjects were still alive at the time of the study, the BMDP Statistical Software was used to do a survival analysis with covariates. Preliminary comparisons considered the differences in somatotype between athletes and nonathletes. Two sample t-tests indicated that athletes were more mesomorphic and less ectomorphic (p less than .05) than nonathletes. When comparing the relationship between somatotype and longevity, the pooled data of athletes and nonathletes indicated that endomorphs were shorter lived than the other three comparison groups. When only the athletes were considered, similar results were found. However, the nonathlete group exhibited differences only between the mesomorphic and endomorphic groups. The endomorphs were shorter lived. Longevity was examined by using the Cox proportional hazards regression method with somatotype and athlete/nonathlete status as covariates. Somatotype, by itself, was found to be significantly related to longevity, (p less than .001). Athletic status was not significantly related to longevity, either by itself or when entered into the model with somatotype.  相似文献   

A causal analysis relating previous achievement,attitudes, discourse,and intervention to achievement in biology and chemistry     

C. Thomas Gooding  J. Nathan Swift  Robert E. Schell  Patricia R. Swift  James H. McCroskery 《科学教学研究杂志》1990,27(8):789-801

This study described the relationship of 38 variates to achievement in high school biology and chemistry classes. Forty-four teachers prepared audio tape recordings of discussions throughout a nine-month period. Equal-sized groups received treatment consisting of wait time feedback and/or supportive intervention, a form of peer coaching. Other variables were initial measures, which included the variates of class size and previous science grade, pre- and posttest scores on student attitudes and perceptions, and prediscourse and discourse analyses, which included the variates of wait times, actions, and response durations. While previous research has shown that wait time feedback and supportive intervention are effective means of changing teacher behavior, the results of the present study revealed that previous student achievement and the attitudes of students accounted for 70% of the variation in the final examination scores (New York State Regents) on the basis of only the first three weeks of data collection on the variables assessed. Generally, little emphasis on higher-level thinking, wait time, or problem solving was found at the beginning of the school year, and only minimal changes resulted from the application of the treatment variables. Pressures for content coverage and preparation for externally imposed statewide examinations that emphasize memory-level learning augured against the changes that the independent variables were designed to produce.  相似文献   

Methods for documenting historical agro-industrial buildings: a comparative study and a simple photogrammetric method     

P. Arias  C. Ordez  H. Lorenzo  J. Herraez 《Journal of Cultural Heritage》2006,7(4):350-354

As an important element in the cultural heritage of a people, traditional rural constructions need to be conserved over time. Graphic and metric documentation methods play a key role in the preservation of cultural heritage. In this paper different existing methods of graphic and metric documentation are analysed in order to select the most suitable for the documentation of agro-industrial buildings according to their characteristics. The selected one is a simple close-range photogrammetry method, which is affordable and easy to understand for non experts. It is based on the use of plumb lines, a conventional digital camera and monoscopic restitution. The application of the method is illustrated in a particular case consisting on the graphic and metric documentation of a windmill. Also the accuracy of the method is evaluated in this particular case.  相似文献   

Erratum zu: Schulsport in Bewegung     

H. Hübner 《Sportwissenschaft》1995,25(1):101-101

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Grey literature and publishing research     

A. H. 《Publishing Research Quarterly》1997,13(2):3-4

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Political commitments of American higher education: The case of Pennsylvania     

Stephen H. Balch 《Academic Questions》2005,18(4):8-33

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ACES: Charting the Future     

Marianne H. Mitchell 《Counselor Education & Supervision》1989,28(3):194-196

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Proceedings of the stated meeting held Wednesday,April 19, 1899     

Wm.H. Wahl 《Journal of The Franklin Institute》1899,147(5):405

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The changing role of the secondary principal in the United States: An historical perspective     

Rebecca H. Goodwin  Michael L. Cunningham  Teresa Eagle 《Journal of educational administration and history》2005,37(1):1-17

This paper reviews the historical development of the secondary principalship in the US and examines how the current role of the principal is a result of historical forces. The authors consider a preferred future for the principalship and present recommendations for change.  相似文献