Phonological task comparability in Arabic and relation to reading: a longitudinal assessment in kindergarten and first grade     

Mansour-Adwan  Jasmeen  Asadi  Ibrahim A.  Khateb  Asaid 《Reading and writing》2020,33(8):2121-2151

The universal role of phonological processing skills for reading acquisition has been established in many different languages including Arabic. However, in Arabic little knowledge exists about the development of wide-range of phonological tasks and about the correlations between them. We longitudinally studied the developmental trends and correlations between different phonological tasks in kindergarten and first grade and tested their relation to reading accuracy and fluency. Thirty-two children individually completed the same ten phonological processing tasks in kindergarten and first grade. In first grade, reading measures and letter naming were also assessed. Developmental effects of phonological skills showed significant improvement of performance between the two phases in the majority of tasks. Task comparability has raised interesting issues related to the developmental hierarchy of phonological awareness tasks. Moreover, phonological awareness tasks were more inter-correlated in first grade compared to kindergarten, and their correlations to reading were also more established when phonological measures were collected in first grade. The developmental hierarchy of phonological tasks seems to depend on the linguistic and cognitive complexity (unit position, maintenance of the coherent unit and word length) of the items, beyond the size of the phonological unit which was manipulated. The observations reported here have practical implications for planning graded phonological instruction and intervention strategies.

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The use of lysosomal enzymuria in the early detection and monitoring of the progression of diabetic nephropathy     

Donatien Gatsing  Ibrahim Hassan Garba  Godwin I. Adoga 《Indian journal of clinical biochemistry : IJCB》2006,21(2):42-48

Recent acquisitions on the early detection and monitoring of the progression of diabetic complications (nephropathy) using the techniques of enzymology (lysosomal enzymes) are reviewed. it appears that the kidney is the principal source of urinary lysosomal enzymes. Urinary samples for lysosomal enzyme determination can be either 24-hour or spot-collection. The use of synthetic substrates (4-methylumbelliferyl substrates) provides an easy, inexpensive, sensitive and highly reproducible method of lysosomal enzyme assay. It is recommended that more than one enzyme be assayed in the process. The use of fractional enzyme excretion (FEE) ratios is further recommended. The urinary lysosomal glycosidases investigated and found to be of particular diagnostic value in the early detection of diabetic nephropathy include N-acetyl-β-D-glucosaminidase (β-hexosaminidase, NAG), β-glucuronidase and β-galactosidase, with NAG being the most useful indicator. Urinary NAG can be used in monitoring the progression of diabetic nephropathy. The fluorimetric assay of lysosomal glycosidases is particuarly recommended in developing countries since it is simple, sensitive and inexpensive.  相似文献   

COBRA framework to evaluate e-government services: A citizen-centric perspective     

Ibrahim H. Osman  Abdel Latef Anouze  Zahir Irani  Baydaa Al-Ayoubi  Habin Lee  Asım Balcı  Tunç D. Medeni  Vishanth Weerakkody 《Government Information Quarterly》2014

E-government services involve many stakeholders who have different objectives that can have an impact on success. Among these stakeholders, citizens are the primary stakeholders of government activities. Accordingly, their satisfaction plays an important role in e-government success. Although several models have been proposed to assess the success of e-government services through measuring users' satisfaction levels, they fail to provide a comprehensive evaluation model. This study provides an insight and critical analysis of the extant literature to identify the most critical factors and their manifested variables for user satisfaction in the provision of e-government services. The various manifested variables are then grouped into a new quantitative analysis framework consisting of four main constructs: cost; benefit; risk and opportunity (COBRA) by analogy to the well-known SWOT qualitative analysis framework. The COBRA measurement scale is developed, tested, refined and validated on a sample group of e-government service users in Turkey. A structured equation model is used to establish relationships among the identified constructs, associated variables and users' satisfaction. The results confirm that COBRA framework is a useful approach for evaluating the success of e-government services from citizens' perspective and it can be generalised to other perspectives and measurement contexts.  相似文献   

PRInK: Environmental virtual interactive based education and learning model for STEM motivation     

Yahaya  Jamaiah  Fadzli  Sazrol  Deraman  Aziz  Yahaya  Noor Zaitun  Halim  Lilia  Rais  Izhar Abadi Ibrahim  Ibrahim  Siti Rohana Ahmad 《Education and Information Technologies》2022,27(4):4771-4791

Education and Information Technologies - Pollution from quarry activities has a substantial environmental impact on many countries. This issue should be addressed accordingly as its impact may...  相似文献   

The impact of orthographic connectivity on visual word recognition in Arabic: A cross-sectional study     

Asaid Khateb  Manal Khateb-Abdelgani  Haitham Y. Taha  Raphiq Ibrahim 《Reading and writing》2014,27(8):1413-1436

This study aimed at assessing the effects of letters’ connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and nonconnected (NCw) Arabic words and pseudowords. Effects of grade on word recognition (in RTs and accuracy) and word superiority were predicted to occur. Also, in the third grade, recognition of NCw was predicted to be faster and more accurate than recognition of Cw, because in previous studies NCw were assumed to be visually less complex. In sixth and ninth grades, due to the frequent exposure to connected forms, the recognition of Cw was predicted to be as fast as or faster and more accurate than NCw. The findings largely supported the first and the second hypotheses. As for the third graders, a mixed pattern was obtained, suggesting that the participants were probably in a transitional phase. The results from sixth graders clearly showed that NCw yielded the slowest response times and the lowest accuracy scores across connectivity conditions. Finally, for ninth graders, the absence of connectivity effects on the speed of processing was attributed to the use of very frequent and highly automatized words.  相似文献   

Modeling switched circuits based on wavelet decomposition and neural networks     

Davut Hanbay  Ibrahim Turkoglu 《Journal of The Franklin Institute》2010,347(3):607-617

In this paper, switched circuits are modeled based on wavelet decomposition and neural network. Also describes the usage of wavelet decomposition and neural network for modeling and simulation of nonlinear systems. The switched circuits are piecewise-linear circuits. At each position of switch the circuit is linear but when considered all switching positions of the circuit it becomes nonlinear. An important problem which arises in modeling switched circuit is high structural complexity. In this study, wavelet decomposition is used for feature extracting from input signals and neural network is used as an intelligent modeling tool. Two performance measures root-mean-square (RMS) and the coefficient of multiple determinations (R²) are given to compare the predicted and computed values for model validation. The evaluated R² value is 0.9985 and RMS value is 0.0099. All simulations showed that the proposed method is more effective and can be used for analyzing and modeling switched circuits. When we consider obtained performance, we can easily say that the proposed method can be used efficiently for modeling any other nonlinear dynamical systems.  相似文献   

Schematic modeling for meaningful learning of physics     

Ibrahim Halloun 《科学教学研究杂志》1996,33(9):1019-1041

Schematic modeling is presented as an epistemologic framework for physics instruction. According to schematic modeling, models comprise the content core of scientific knowledge, and modeling is a major process for constructing and employing this knowledge. A model is defined by its composition and structure and is situated in a theory by its domain and organization. Modeling involves model selection, construction, validation, analysis, and deployment. Two groups of Lebanese high school and college students participated in problem-solving tutorials that followed a schematic modeling approach. Both groups improved significantly in problem-solving performance, and course achievement of students in the college group was significantly better than that of their control peers. © 1996 John Wiley & Sons, Inc.  相似文献   

User considerations for interactive multimedia training projects     

Ibrahim Siddiq 《Performance Improvement》1999,38(10):29-33

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African philosophy for successful integration of technology in higher education     

Teklu Abate Bekele  Samuel Amponsah  Ibrahim M. Karkouti 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1520-1538

Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology-enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified.

Practitioner notes

What is already known about this topic

• Multidisciplinary theories developed primarily within Western contexts are used to underpin technology-enhanced teaching and learning globally.
• Their primary focus on basic education and their sensitivity to socio-cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa.
• African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration.

What this paper adds

• This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa.
• Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory.
• Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology-enhanced spaces.

Implications for practice and/or policy

• The purpose of education in successful technology-enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education.
• The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges.
• The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.

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Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge     

Laura Benton  Nelly Joye  Emma Sumner  Andrea Gauthier  Seray Ibrahim  Asimina Vasalou 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1314-1331

Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty-six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay.

Practitioner notes

What is already known about this topic

• Instructional supports, such as elaborative feedback, are a key feature of learning games.
• To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge.
• Prior knowledge is an important moderator to consider in the context of elaborative feedback.

What this paper adds

• Providing additional instruction (eg, pre-training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre-training within their gameplay.
• Highlights the importance of children's preferred learning strategies within the design of pre-training and feedback to ensure children are able to use the instructional support provided within the game.
• Possible implications for pre-training and feedback design within literacy games, as well as highlighting areas for further research.

Implications for practice and/or policy

• Pre-training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback.
• Pre-training should be combined with different types of in-game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic).
• Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.

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