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Phyllis Mindell Ed. D. 《Annals of dyslexia》1978,28(1):124-141
This paper reports a study of the antecedent-consequent model of reading dysfunction and possible relationships between verbal
spatial order memory and sequence errors in word reading. It provides data on the nature and frequency of such errors. Performance
by normal and dyslexic readers on a number of tasks was compared. The study supports the hypothesis that sequence errors of
dyslexic readers are related to a developmental lag.
This research was carried out in partial fulfillment of the requirements for the Ed.D. at the University of Rochester. The
author would like to express appreciation to Drs. Keith Rayner, Harry Reis, Ellsworth Woestehoff, Frank Greene and Achilles
de Berardinis for their advice and assistance in the study. 相似文献
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William?KovacsEmail authorView author&#;s OrcID profile Samuel?Weisenthal Les?Folio Qiaoyi?Li Ronald?M.?Summers Jianhua?Yao 《Information Retrieval》2016,19(1-2):38-58
Radiation dose monitoring has become an essential service that hospitals must perform. Depending on the system in place, this can result in the collection of large quantities of data, ripe for analysis. These data should include a wide variety of variables for each study because assessment of the propriety of the patient’s dose is dependent on many factors, including patient age and size, as well as the body section that is being scanned. Moreover, the scanners themselves have many properties that affect patient dose, such as model, pitch and kVp. In this paper, we propose an engine that seamlessly integrated with a clinical PACS to retrieve radiation dosage data. We devised several schemes to analyze these data through visualization and mining techniques that examine it at different scopes. We demonstrate the utility of such visual methods at examining large, noisy, and multi-dimensional data, which is embodied in the collected radiation data. 相似文献
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This paper describes an evaluation of a simple electronic simulation of sensorineural hearing loss intended to raise the awareness of mainstream trainee teachers during role play as both teacher and hearing-impaired pupil. In the wake of the continuing commitment to integration, it is hoped that such a device can improve the preparation of mainstream trainee teachers for their role as teachers of the hearing impaired. Twenty-four trainee teachers experienced both roles during the simulation, and their comments were scored by an expert panel for their importance. It was found that participants achieved a significant increase in awareness during their two five-minute simulated experiences of being a hearing pupil and teaching a hearing-impaired pupil. The experience of learning as a pupil with a simulated impairment was demonstrated to be as valuable as teaching a pupil with a simulated impairment, although there were differences with respect to the types of issues highlighted. 相似文献
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