Screening for reading problems: The utility of SEARCH     

Delmont Morrison  Panayota Mantzicopoulos  Elizabeth Stone 《Annals of dyslexia》1988,38(1):179-192

To evaluate the accuracy of SEARCH as a screen for identifying children at risk for developing learning problems, 1107 kindergarten children were evaluated with SEARCH and 284 (26 percent) were classified as at risk. At-risk children were of average intelligence and SEARCH scores were significantly correlated with sequential and simultaneous information processing skills. Children whose group preacademic achievement scores were at or below the third stanine at the end of kindergarten were classified as having inadequate skills for learning how to read; those scoring above the third stanine formed the adequate skills group. Using this criterion, SEARCH predicted children who had adequate or inadequate preacademic reading skills with 77 percent accuracy. However, approximately half of the children identified as at risk by SEARCH performed adequately. A reading test was individually administered to a group of at-risk children at the end of first (N=49) and second (N=35) grade. Of those children identified at risk by SEARCH at kindergarten, 39 percent at first grade and 66 percent at second grade performed at grade level. Fewer children from the upper SES were identified by SEARCH as being at risk.  相似文献   

The social status of children with learning disabilities: a reexamination     

W L Stone  A M La Greca 《Journal of learning disabilities》1990,23(1):32-37

Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed.  相似文献   

Court-ordered removal in severe child maltreatment: An association to parental major affective disorder     

Richard Famularo M.D.  Richard Barnum M.D.  Karen Stone Ph.D. 《Child abuse & neglect》1986,10(4):487-492

The authors report on a study of psychiatric diagnoses in parents whose children had been removed from their custody by court order because of child abuse and neglect. Compared to a similar group of parents who had not had children removed, the subject parents had a significantly greater lifetime incidence of affective disorders by Research Diagnostic Criteria (RDC) prior to their court involvement. Very few of these disorders had been rigorously diagnosed before or treated psychiatrically.  相似文献   

The effects of phonological transparency on reading derived words     

Joanne F. Carlisle  C. Addison Stone  Lauren A. Katz 《Annals of dyslexia》2001,51(1):249-274

The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”), as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in “cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e., better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological processing on poor readers’ memory for and processing of derived words.  相似文献   

The videodisc meets the microcomputer     

G C Nugent  C G Stone 《American annals of the deaf》1982,127(5):569-572

  相似文献   

The Integration of English Language Development and Science Instruction in Elementary Classrooms     

Susan Gomez Zwiep  William J. Straits  Kristin R. Stone  Dolores D. Beltran  Leena Furtado 《Journal of Science Teacher Education》2011,22(8):769-785

This paper explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary program, designed to provide English language learners opportunities to develop proficiency in English through participation in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format to structure and guide teachers’ efforts to use science as the context for language development. Data, collected throughout the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described.  相似文献   

Nurture corners in preschool settings: involving and nurturing children and parents     

Kelly Stone  Cheryl Burgess  Brigid Daniel  Joanna Smith  Christine Stephen 《Emotional and Behavioural Difficulties》2017,22(4):383-396

This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints.  相似文献   

Some orderly nonmonotonicities in the trial-by-trial acquisition of conditioned suppression: Inhibition with reinforcement?     

John J. B. Ayres  Paul Berger-Gross  Elizabeth A. Kohler  William J. Mahoney  Sandy Stone 《Learning & behavior》1979,7(2):174-180

The trial-by-trial acquisition of conditioned suppression was examined under a wide range of conditions. Frequently, the acquisition functions were nonmonotonic. In conditions containing four or more trials in sessions of 2 h or less, suppression, once established, tended to be significantly stronger on the first trial of a session than on one or more subsequent trials. The data from six conditions are presented to exemplify those under which nonmonotonicities did and did not occur. It is suggested that the nonmonotonicities are similar to effects described by Pavlov (1960, Lecture 14), effects which he believed reflected the growth of inhibition despite continuous reinforcement. Interpretations of the results in terms of reactive inhibition, short-term habituation, conditioned inhibition, inhibition of delay, and disinhibition are discussed.  相似文献   

A Case Study in the Integration of Assessment and General Education: Lessons learned from a complex process     

John Stone  Steve Friedman 《Assessment & Evaluation in Higher Education》2002,27(2):199-211

This paper tracks an ongoing, 15-year initiative to reform and assess a general education programme at a regional comprehensive university in the US. The paper identifies four key phases in the process, chronicling emergent challenges, describing key setbacks and highlighting noteworthy successes. The authors identify five key lessons that may prove useful to other institutions planning or currently attempting to integrate assessment into their general education programme, and conclude that designing and implementing general education assessment is more challenging than assessing other programmes in post-secondary settings because it is influenced by more internal and external constituencies than any other assessment process.  相似文献   

Effects of color in filmed behavior sequences on description and elaboration by liberian schoolboys     

Verlon Lloyd Stone 《Educational technology research and development : ETR & D》1983,31(1):33-45

Scanlon (1967,1970) found significant color effects when he content analyzed and compared written accounts about achromatic and chromatic versions of the same television programs. The present study which replicated many aspects of Scanlon’s studies but used more rigorous and systematic procedures, confirms Scanlon’s idea as a useful one but does not support Scanlon’s findings. It appears that for some simple cognitive tasks, a chromatic presentation seems to elicit more verbal responses than an achromatic version.  相似文献