Children’s oral narrative and reading skills in the first 3?years of reading instruction     

Elaine Reese  Sebastian Suggate  Jennifer Long  Elizabeth Schaughency 《Reading and writing》2010,23(6):627-644

This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction. Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but narrative quality did not uniquely predict their reading skill 1 year later. Study 2 consisted of 39 children (M = 7:0 years) who had experienced 2 years of reading instruction on average. At this age, the quality of children’s narratives uniquely predicted their reading skill concurrently and 1 year later, even after controlling for their receptive vocabulary and early decoding. These findings have implications for theories of the oral language foundations of reading and for assessment in the early years of reading instruction.  相似文献   

Observations in the National Baseball Hall of Fame and Museum: doing gender in Cooperstown     

Blinde EM  McCallister SG 《Research quarterly for exercise and sport》2003,74(3):301-312

This study explored the extent and type of men and women's relationship to baseball at the end of the 20th century. Unobtrusive observations of the behaviors and comments of visitors to the National Baseball Hall of Fame and Museum in Cooperstown, New York, were undertaken during a 7-day period to explore how men and women related to baseball. The "doing of gender" by visitors was observed in several areas: (a) historical and personal connection to baseball, (b) ability to experience a bond with others through baseball, and (c) approach to touring the Hall of Fame and Museum. Women generally were seen as outsiders and peripheral to baseball and often connected to the sport in a manner different from men.  相似文献   

Seniors connect: a partnership for training between health care and public libraries     

Schwartz DG  Mosher E  Wilson S  Lipkus C  Collins R 《Medical reference services quarterly》2002,21(3):1-19

Kaleida Health Libraries, in partnership with the Buffalo and Erie County Public Library, presented "Seniors Connect: A Health Information Project." The program was funded by the Community Foundation for Greater Buffalo and the Kaleida Health Foundation. The purpose of the project was to teach African-American and Hispanic senior citizens or their caregivers residing in the city of Buffalo how to search the Internet to find quality, accurate, understandable health information. Attendees were taught to distinguish quality information from inaccurate, misleading, and fraudulent material. A total of fourteen training sessions were offered. The Seniors Connect program was initiated with health fair at each branch library, conducted by Kaleida Health staff, to provide an opportunity for participants to learn about health care services available in their community; observe demonstrations of health information searches on the Internet; learn about new treatment modalities for diseases such as diabetes, high cholesterol, thyroid abnormalities, and hypertension; and interact with area health care providers and library staff. The sessions were highly rated by attendees and many participants expressed their gratitude for a program geared specifically toward seniors.  相似文献   

What observer rats don’t learn about foods from demonstrator rats     

Bennett G. Galef  Elaine E. Whiskin  Christopher S. Horn 《Learning & behavior》1999,27(3):316-322

Naive “observer” rats that interact with conspecific “demonstrators” fed a distinctive food increase intake of the food their demonstrators have eaten. Here we found that observer rats that had interacted simultaneously with 2 demonstrator rats, 1 fed a distinctively flavored, protein-poor food, the other a distinctively flavored, protein-rich food, did not prefer the former. Similarly, observer rats ate equal amounts of two distinctively flavored foods after interacting simultaneously with 2 demonstrator rats, 1 that had consumed all food available to it, the other fed from a surplus of the second food. Last, observer rats that had interacted with both a “trustworthy” demonstrator (1 an observer had learned ate only nutritious foods) and an “untrustworthy” demonstrator (1 an observer had learned ate noxious substances) did not prefer unfamiliar foods eaten by trustworthy demonstrators to those eaten by untrustworthy demonstrators. These findings suggest limits on social information observers use in selecting foods.  相似文献   

Connecting girls and science: A feminist teacher research study of a high school prenatal testing unit     

Elaine Virginia Howes 《科学教学研究杂志》1998,35(8):877-896

In this article, I explore how a dozen high-school sophomore girls expressed their relationship to and understanding of prenatal testing, and its possible place in their lives and in the lives of others, in the context of a short unit on prenatal testing during a semester-long course in human genetics. The data come from an assignment designed to help students bring their understanding of prenatal testing into the realm of personal choice, as well as practice applying the science of chromosomal inheritance. Difference feminism is used to develop themes evident in these girls' talk about prenatal testing. The instructional choices made were based on difference feminism, which implies that girls would be interested in science that connects to human bodies, children, and traditional women's responsibilities. This claim is elaborated on and applied by this study, in which I concentrate on the question: How can difference feminism help us better to hear and comprehend high school girls' relationships with reproductive technology, their own bodies, and their own lives? I propose that focusing on girls' lives and knowledge is a way to consider alternatives in curricular content, in addition to helping us learn how to help more girls connect with science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 877–896, 1998.  相似文献   

The WISE group: Connecting activism,teaching, and research     

Lynnette Cavazos  Constanza Chiappe Hazelwood  Elaine V. Howes  Lori Kurth  Paula Lane  Laura Markham  Gail Richmond  Kathleen J. Roth 《科学教学研究杂志》1998,35(4):341-344

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Presenting your new NSPI officers for 1980–1981     

Stephanie Jackson  Kay White  Eileen Spector  Claude Lineberrj  Bob Powers  Robert R. Carr 《Performance Improvement》1980,19(1):3-3

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WISC-R performance of children referred to a university center for learning disabilities     

Stephen S. Strichart  Elaine Love 《Psychology in the schools》1979,16(2):183-188

This study compared the WISC-R performance of 40 children ranging in age from 6–6 to 15–10, referred to a university center for suspected learning disabilities, with that of two clinically defined groups of learning disabled children. The university center children were found to have WISC-R profiles similar to those of the learning disabled children, with higher overall levels of performance. It was speculated that these children avoid classification as learning disabled by virtue of possessing higher cognitive abilities than those children who are classified. Implications were raised concerning the role of university centers with children experiencing learning difficulties and the accuracy of parental perceptions of learning disabilities.  相似文献   

How are assessment results being used?     

Elaine El-Khawas 《Assessment Update》1989,1(4):1-2

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Editorial     

Elaine Millard 《English in Education》2005,39(3):1-4

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