VISUAL FEEDBACK IN WORD ACQUISITION BEHAVIOUR IN MODERATELY RETARDED SUBJECTS     

Merrill Jackson 《International Journal of Disability, Development & Education》1974,21(3):155-163

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Erin Edwards 《TechTrends》2001,45(6):2

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Recent Research in Science Teaching and Learning     

Erin Dolan 《CBE life sciences education》2007,6(4):259

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II. Methods     

Lois Bloom  & Erin Trinker 《Monographs of the Society for Research in Child Development》2001,66(4):30-40

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Components of instruction toward a theoretical tool for instructional design   总被引：1，自引：0，他引：1  

Merrill  M. David 《Instructional Science》2001,29(4-5):291-310

This article defines primary knowledgecomponents for entities, actions, andprocesses. It also defines primaryinstructional strategy components. It proposesthat a different combination of strategy andknowledge components is required for differentkinds of instructional goals. It furtherproposes that if these fundamentalstrategy-knowledge component combinations arenot present that there will be a decrement inthe student's effective and efficientacquisition of the desired knowledge and skill.It further proposes that the underlyingarchitecture of an instructional strategy is acombination of primary strategy components andprimary knowledge components appropriate for,and consistent with, a given instructionalgoal. Instructional components are a theoreticaltool. They are not a method or developmentprocedure. These instructional strategy andknowledge components can be imbedded in a widevariety of different instructionalarchitectures based on a variety of differentphilosophical orientations. It is hoped thatone of the primary benefits of instructionalcomponents is to provide a common vocabularythat will enable designers, theorists, andinstructional developers to more clearlydescribe their products and procedures.  相似文献   

An evaluation of the Social Emotional Health Survey—Secondary for use with students with learning disabilities     

Katherine Carnazzo  Erin Dowdy  Michael J. Furlong  Matthew P. Quirk 《Psychology in the schools》2019,56(3):433-446

Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths‐based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey—Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social–emotional profiles of students with and without LD. The LD group was found to report lower overall social–emotional strengths than those of their non‐LD peers. Implications for practitioners and researchers are discussed.  相似文献   

Speech perception and speech production as indicators of reading difficulty     

Yolanda V. Post  Barbara R. Foorman  Merrill Hiscock 《Annals of dyslexia》1997,47(1):1-27

In order to investigate the relation between reading accuracy and speech processing, 20 children from grades 2 and 3 who were skilled in reading were compared with 20 less skilled readers on a speech perception and production task. The two groups of readers were indistinguishable in their production of the two-syllable words dippy, deepy, tippy, and teepy and in their perception of the stop consonants /d/ versus /t/. Less skilled readers were significantly less accurate than the skilled readers in a vowel identification task involving the lax and tense high vowels /i/ and /i/. The error pattern for vowel identification was similar across groups, with both groups making fewer errors when short and longer segments were alternated. The results imply that vowel phonemes are less securely represented in the perceptual system of less skilled readers than are consonant phonemes. In addition, the results raise the possibility that a selective perceptual impairment underlies at least some of the phonemic awareness problems that have been associated with poor reading.  相似文献   

IV. The Play Study     

Lois Bloom  & Erin Trinker 《Monographs of the Society for Research in Child Development》2001,66(4):50-72

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Parents do matter: trajectories of change in externalizing and internalizing problems in early adolescence     

Galambos NL  Barker ET  Almeida DM 《Child development》2003,74(2):578-594

This study examined the relative influence of three parenting behaviors (support, behavioral control, and psychological control) and deviant peers on trajectories of externalizing and internalizing problems in early adolescence. A white, working-to-middle-class sample of adolescents and their mothers and fathers in two-earner families participated in a 32-year longitudinal study (N = 109 families). The study began when the adolescents were in sixth grade (M age = 11.5 years). Analyses showed that parents' firm behavioral control seemed to halt the upward trajectory in externalizing problems among adolescents with deviant peers. Initial levels of internalizing problems were higher among adolescents with parents who reported lower levels of behavioral control and among adolescents with deviant peers. This study suggests that parenting exerts an important influence in adolescents' lives and may do so even in the face of potentially negative peer influence.  相似文献   

Attitude films and attitude change     

Irving R. Merrill 《Educational technology research and development : ETR & D》1962,10(1):3-13

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