Use of predictive text in text messaging over the course of a year and its relationship with spelling,orthographic processing and grammar          下载免费PDF全文

Sam Waldron  Clare Wood  Nenagh Kemp 《Journal of Research in Reading》2017,40(4):384-402

An investigation into the impact of predictive text use upon the literacy skills of primary school, secondary school and university cohorts was conducted over the course of a year. No differences in use of text abbreviations (‘textisms’) were found between predictive text users and nonusers. However, secondary school children who used predictive text made more genuine spelling errors than nonusers. Predictive text was related to use of some specific grammatical violations in school‐age children's text messages but was not related overall to the tendency to make grammatical errors when texting. University students, however, made significantly fewer grammatical errors in their text messages when they used predictive text. Over the course of a year, predictive text use was variable for all age groups. Consistency of predictive text use was unrelated to grammatical understanding, spelling or orthographic processing for primary and secondary school cohorts. Predictive text use was negatively related to morphological awareness for adult participants.  相似文献   

The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?     

Geoff Lindsay  Julie E. Dockrell  Clare Mackie  Becky Letchford 《Journal of Research in Special Educational Needs》2005,5(3):88-96

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.  相似文献   

Gaining ‘Raw Insider Knowledge’: The Benefits and Challenges of International Study Tours for Creative Industries Students     

Mark Pennings  Debra Flanders Cushing  Rafael Gomez  Clare Dyson  Courtney Coombs 《The International Journal of Art & Design Education》2019,38(2):539-554

International short‐term study tours are a fast‐growing format for outbound education and provide exciting experiential learning opportunities for students in the creative industries disciplines. This success has encouraged researchers to seek a comprehensive view of the various concrete experiences that contribute to student learning during study tours. To that end, this article presents evidence from a qualitative online post‐tour questionnaire administered with students studying various art and design disciplines who participated in short‐term international study tours at a large Australian university in 2015. Using Kolb's Experiential Learning Theory as a framework, data collected explored student perceptions of which concrete experiences on a study tour are most impactful and which may actually hinder learning. Findings revealed: experiencing key industry venues are the most significant aspects of a study tour, rather than networking or personal growth; poor itinerary planning and travel issues are the least liked aspects of a tour, yet are often the most easily addressed with better tour management and planning; and students were positively impacted by unexpected gains in knowledge about their creative industries discipline. This study, therefore, provides unique insights into which concrete experiences may be most impactful as part of the experiential learning cycle within an international study tour for creative industries students.  相似文献   

The Developing Bodily Self: How Posture Constrains Body Representation in Childhood     

Janna M. Gottwald  Laura-Ashleigh Bird  Samantha Keenaghan  Clare Diamond  Eliana Zampieri  Haleema Tosodduk  Andrew J. Bremner  Dorothy Cowie 《Child development》2021,92(1):351-366

Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self.  相似文献   

Early Intervention for Behaviour Problems in Young Children with Developmental Disabilities     

Clare Roberts  Trevor Mazzucchelli  Kelly Taylor  Rosine Reid 《International Journal of Disability, Development & Education》2003,50(3):275-292

This article reviews research on intervention for young children with dual developmental and behavioural problems. It makes a case for intervention to include family variables and to occur in the preschool years. Behaviour problems are common in young children with developmental disabilities. If untreated these problems are likely to persist and become more challenging and severe in adulthood. Behaviour problems interfere with cognitive, social and emotional development, create additional family stress, often lead to exclusion from community services, and result in additional financial costs to the community. Intervention research provides some support for the effectiveness of parent management training and interventions based upon applied behaviour analysis. However, randomised controlled trials with adequate follow-up periods are required, along with the measurement of outcomes for the family as a whole.  相似文献   

Emotional Feeding and Emotional Eating: Reciprocal Processes and the Influence of Negative Affectivity          下载免费PDF全文

Silje Steinsbekk  Edward D. Barker  Clare Llewellyn  Alison Fildes  Lars Wichstrøm 《Child development》2018,89(4):1234-1246

Emotional eating, that is, eating more in response to negative mood, is often seen in children. But the origins of emotional eating remain unclear. In a representative community sample of Norwegian 4‐year‐olds followed up at ages 6, 8, and 10 years (analysis sample: n = 801), one potential developmental pathway was examined: a reciprocal relation between parental emotional feeding and child emotional eating. The results revealed that higher levels of emotional feeding predicted higher levels of emotional eating and vice versa, adjusting for body mass index and initial levels of feeding and eating. Higher levels of temperamental negative affectivity (at age 4) increased the risk for future emotional eating and feeding.  相似文献   

Prosodic awareness and children’s multisyllabic word reading     

Andrew J. Holliman  Ian R. Mundy  Lesly Wade-Woolley  Clare Wood  Chelsea Bird 《教育心理学》2017,37(10):1222-1241

Prosodic awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with multisyllabic word reading in a sample of 50 children aged between 7 and 8 years. Prosodic awareness was the strongest predictor of multisyllabic word reading accuracy, after controlling for phoneme awareness, morphological awareness, vocabulary and short-term memory. Children also made surprisingly few phonemic errors while, in contrast, errors of stress assignment were commonplace. Prosodic awareness was also the strongest predictor of stress placement errors, although this finding was not significant. Prosodic skills may play an increasingly important role in literacy performance as children encounter more complex reading materials. Once phoneme-level skills are mastered, prosodic awareness is arguably the strongest predictor of single word reading.  相似文献   

Orthographic analogies and phonological priming effects     

Clare Wood 《Journal of Research in Reading》2002,25(2):144-159

Bowey, Vaughan and Hansen (1998) have demonstrated that once phonological priming effects have been taken in account, there is no orthographic analogy effect for words with common end patterns (e.g. beak–peak). Goswami (1999) has argued that the study on which this claim is based is methodically flawed. This paper attempted to verify Bowey et al.’s claim by using an improved clue‐word procedure with a group of beginning readers, whose phonological awareness and vocabulary was also assessed. The results indicated that while rime‐based analogies seem to be phonological rather than orthographic in nature, beginning readers are able to use an orthographic analogy strategy when reading words that have similar beginnings (e.g. beak–bean).  相似文献   

Editorial     

Clare Dowdall  Jill McClay 《Literacy》2017,51(3):121-122

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‘Mud in my ears and jam in my beard’: Challenging gendered ways of being in nature kindergarten practitioners     

Clare Nugent  Simon Beames 《International Journal of Early Years Education》2019,27(2):143-152

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