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This study compared the performance of children with reading disability (RD) and normal reading achievement (NRA) on tasks
of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. The groups, composed of children
at two discrete age levels, one younger and one older, were matched for age, gender, and neighborhood school. Analyses of
the on-line measurement of the children’s serial rapid naming indicated that the children with RD had significantly larger
reaction times and production durations than their NRA peers despite similar levels of accuracy. They also performed significantly
worse on the categorical verbal fluency task, the letter-based word retrieval task, and the test of articulatory speed. The
findings suggest that both access and post-access processes, such as oral-motor inefficiency that extends the duration of
word production, may be implicated in the slower serial rapid naming that has typified many samples of children with RD.
This work was supported in part by Basil O’Connor Research Grant 5-340 from the March of Dimes Birth Defects Foundation, a
Scholarly and Creative Activity Award and sabbatical leave from California State University, Long Beach and grant #DCO 1904-01
from the National Institute on Deafness and Other Communication Disorders of the NIH to the first author. 相似文献
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Kay Martinez 《Asia-Pacific Journal of Teacher Education》2008,36(1):35-51
This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an Australian regional university. Their responses added complexity and nuance, suggesting a heterogeneity of entry pathways and experiences, as well as avenues for further inquiry. Consideration of the resulting issues leads to wider questions about the place of teacher education in the academy. In turn, this leads to question if the challenges faced by newly appointed teacher educators are distinctive from those experienced by all new academics. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators. The paper concludes with two further recommendations. First, large‐scale research is required to inform us about the contemporary teacher education workforce. Little is currently known about entry and career pathways, nor of the impact of recent policy and funding changes such as research performativity measures and increasing employment of sessional staff. Second, induction must be seen as an organisational and professional responsibility shared by many, including new and experienced academics, faculties, departments, institutions and professional associations. 相似文献
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John G. Sharp Brian Hemmings Russell Kay Carol Callinan 《Journal of Further & Higher Education》2015,39(5):612-644
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common. 相似文献
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