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21.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献
22.
Michael Waltman 《Journal of Applied Communication Research》2013,41(3):201-211
This study assessed the discriminant validity of the checklist of Behavior Alteration Techniques. Specifically, the ability of the BATs checklist procedure to discriminate between the likelihood that individual BATs would be selected and the social desirability of those same BATs was examined. The BATs checklist should discriminate between the likelihood that individual BATs would be selected and the social desirability of those same BATs because 50 years of observational studies of teacher discipline behavior suggest that teachers typically and routinely employ negative and antisocial strategies to correct student misbehavior (Burleson & Waltman, 1993). In a within‐subject, repeated measures designs, prospective teachers and experienced teachers provided likelihood‐of‐use and social appropriateness ratings to the BATs checklist in the four hypothetical situations typically employed with the BATs checklist. As predicted, likelihood‐of‐use and social appropriateness ratings were significantly correlated. Thus, the BATs checklist is not able to discriminate between the likelihood that BATs would be used and the social appropriateness of those BATs. As Campbell and Fiske (1959) have argued, an instrument's discriminant validity is a minimum standard that social scientific instruments must meet. 相似文献
23.
Eliane Segers Lianne Takke Ludo Verhoeven 《School Effectiveness & School Improvement》2013,24(2):215-226
The study explored differences in story comprehension and vocabulary learning in children in native and multicultural kindergarten classrooms when listening to a story read to them by the computer or the teacher. The results showed that children (41 native and 30 immigrant) learned new words, both from listening to their teacher and from listening to the computer. However, immigrant children learned more words and had better story comprehension when the teacher read the story. The study does however show that the computer can provide learning gains for kindergartners working individually and without teacher support with a software program. 相似文献
24.
In a recent paper in the Journal of Informetrics, Habibzadeh and Yadollahie [Habibzadeh, F., & Yadollahie, M. (2008). Journal weighted impact factor: A proposal. Journal of Informetrics, 2(2), 164–172] propose a journal weighted impact factor (WIF). Unlike the ordinary impact factor, the WIF of a journal takes into account the prestige or the influence of citing journals. In this communication, we show that the way in which Habibzadeh and Yadollahie calculate the WIF of a journal has some serious problems. Due to these problems, a ranking of journals based on WIF can be misleading. We also indicate how the problems can be solved by changing the way in which the WIF of a journal is calculated. 相似文献
25.
Saskia de GraaffFred Hasselman Ludo VerhoevenAnna M.T. Bosman 《Learning and Instruction》2011,21(1):163-173
The aim of the present study was to provide more insight in the relative difficulty of four tasks testing phonemic awareness: (a) blending, (b) isolation, (c) segmentation, and (d) deletion. At the same time the roles of phoneme position and phoneme class were taken into account in a fully balanced way. To this purpose, 141 kindergartners were presented with four phonemic-manipulation tasks consisting of the same 32 CVC items. Children performed better on phoneme blending and phoneme isolation compared to phoneme segmentation and phoneme deletion. However, performance between and within phoneme tasks appeared also to be dependent on phoneme position. Phoneme class exerted effects within the initial and final position of the four different tasks. The effect of plosives and fricatives compared to that of nasals and liquids on performance was particularly striking. Our findings were explained in terms of sonority and degree of co-articulation in pre-vocalic and post-vocalic plosives. 相似文献
26.
Klatter-Folmer J van Hout R Kolen E Verhoeven L 《Journal of deaf studies and deaf education》2006,11(2):238-251
The language development of two deaf girls and four deaf boys in Sign Language of the Netherlands (SLN) and spoken Dutch was investigated longitudinally. At the start, the mean age of the children was 3;5. All data were collected in video-recorded semistructured conversations between individual children and deaf and hearing adults. We investigated the lexical richness and syntactic complexity of the children's utterances in SLN and spoken Dutch, as well as language dominance and interactional participation. Richness and complexity increase over time, as well as children's participation. An important outcome is that syntactic complexity is higher in utterances with both sign and speech. SLN does not have higher outcomes on richness or complexity, but is dominant in terms of frequency of use. 相似文献
27.
In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the
upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language
(L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development
in L1 and L2 from grade 4 to grade 6 can be explained from children’s word decoding, language, mathematics and nonverbal reasoning
skills, reading motivation and self confidence as well as their home reading resources. The results showed that L1 and L2
learners differed in reading literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed
that the reading literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and
reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home reading resources
had an impact on reading literacy in L1 learners but not in L2 learners. 相似文献
28.
How do children use phonological knowledge about spoken language in acquiring literacy? Phonological precursors of literacy include phonological awareness, speech decoding skill, and lexical specificity (i.e., the richness of phonological representations in the mental lexicon). An intervention study investigated whether early literacy skills can be enhanced by training lexical specificity. Forty-two prereading 4-year-olds were randomly assigned to either an experimental group that was taught pairs of new words that differed minimally or a control group that received numeracy training. The experimental group gained on a rhyme awareness task, suggesting that learning phonologically specific new words fosters phonological awareness. 相似文献
29.
We study the dependence of the shape of the rank-frequency distribution g on the shape of the size-frequency distribution f and vice versa. We show mathematically that g is convexly decreasing if and only if f is monotonically decreasing and that g has an S-shape (i.e., g is first convexly decreasing and then concavely decreasing) if and only if f is first increasing and then decreasing. 相似文献
30.