Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension     

Christina A. Rouse  Sheila R. Alber‐Morgan  Jennifer M. Cullen  Mary Sawyer 《Learning disabilities research & practice》2014,29(3):117-125

Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.  相似文献   

On the Boundaries of Framing Terrorism: Guilt,Victimization, and the 2016 Orlando Shooting     

Nathan Walter  Thomas J. Billard  Sheila T. Murphy 《Mass Communication and Society》2017,20(6):849-868

The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition.  相似文献   

Numbers you can trust?     

Sheila Jasanoff 《Metascience》1997,6(1):82-87

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Sex Differences in the Use of Science and Technology in Children's Cartoons     

Brownlow  Sheila  Durham  Staci 《Journal of Science Education and Technology》1997,6(2):103-110

Television is among the many mechanisms that transmit information about sex-appropriate behavior to children. In order to examine whether television cartoons portray male and female characters using science and technology in a different manner, we examined the amount and type of science and technology utilized by characters in popular children's cartoons. Results revealed that most characters in these cartoons were male who were often depicted using science and technology, usually while being aggressive. When female characters were shown, they were portrayed as both able and prosocial, using science and technology for the greater good of others, rather than for destruction. In addition, female characters performed prosocial behaviors such as caring and sharing, showed self-confidence and explained things to others, and were less angry and violent than were male characters. Our findings suggest that the portrayal of female characters as competent may be successfully linked with the tendency to also show them as prosocial. Despite relatively positive portrayal of female characters, however, their appearance was rare and most likely not the main focus of the action.  相似文献   

Realising the educational rights of children with special and additional support needs: paradigm change or more of the same?     

James MacAllister  Sheila Riddell 《International Journal of Inclusive Education》2019,23(5):469-472

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Book review     

Sheila Slaughter  Charler Carter  Donald Bligh  Arthur Levine  D. Selby 《Higher Education》1981,10(4):491-495

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Hovering on the periphery? ‘Decolonising’ writing for academic journals     

Sheila Trahar  Adisorn Juntrasook  James Burford  Astrid von Kotze  Danny Wildemeersch 《Compare》2019,49(1):149-167

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The effect of processing depth on ESL reading comprehension     

Kyle Perkins  Sheila R. Brutten 《Journal of Research in Reading》1992,15(2):67-81

This study investigated the effect of depth of processing on second-language reading comprehension. It was hypothesized that questions which entailed shallow cognitive processing would be easier to answer than questions which entailed deeper cognitive processing. Three of the four research hypotheses were confirmed. Previous training (or lack of it) may account for why one of the predictions was not confirmed. This paper concludes with a cautionary note about the types of reading performance teachers can expect, and the recognition of open-ended testing techniques in secondlanguage reading assessment.  相似文献   

The CTY Talent Search: International Applicability and Practice in Ireland     

Linda Boliek Barnett  Sheila Gilheany 《High Ability Studies》1996,7(2):179-190

The Talent Search model of above level standardized testing is a core practice of the Center for Talented Youth (CTY) at The Johns Hopkins University in the USA, where it was introduced in 1971. The Hopkins Model was adapted for use at the Irish Centre for Talented Youth (CTYI) at Dublin City University in 1993, and this adaptation marks the first major international replication, incorporating both the mathematics and verbal portions of the SAT. The SAT proved to be a valuable assessment instrument for these students, whose scores resembled those of American students.  相似文献   

‘Over To You’: Group work to help pupils avoid school exclusion     

Sheila Burton 《Educational Psychology in Practice》2006,22(3):215-236

This paper describes the support of secondary pupils at risk of school exclusion through a course of group work designed to promote individual responsibility for behaviour. Following self‐reflection the young people are encouraged to write their own behavioural targets and consider their progress in working towards them throughout the six‐session course. The results of a study involving a mixed group of five Year 8 pupils are reported. All the pupils increased their self‐rating scores on a social skills assessment form completed before and after the course, and were also rated more highly by their teachers. Seven months later the five pupils had maintained behavioural improvements and had not been excluded.  相似文献