排序方式： 共有21条查询结果，搜索用时 15 毫秒
1.
Ortiz R Jiménez JE García Miranda E Guzmán Rosquete R Hernández-Valle I Rodrigo M Estévez A Díaz A Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92
The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit. 相似文献
2.
Susana Rojas Teresa Susinos Adelina Calvo 《International Journal of Inclusive Education》2013,17(2):156-173
This article seeks to illustrate how a research study that claims to be inclusive should incorporate into its development, decisions of methodological flexibility that enable voice to be given to all participants regardless of their personal conditions. The changes carried out in the techniques, procedures or in the kind of questions used in the research, illustrate how young persons can be involved in the building of scientific and academic knowledge that is being generated about them. This work forms part of a more extensive line of inquiry that started a number of years ago by two Spanish universities (Cantabria and Seville). 相似文献
3.
Elia Fernández-Díaz Carlos Rodríguez-Hoyos Adelina Calvo Salvador Gloria Braga Blanco Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378
ABSTRACTThis article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework. 相似文献
4.
Jiménez JE del Rosario Ortiz M Rodrigo M Hernández-Valle I Ramírez G Estévez A O'Shanahan I de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
5.
Jon Andoni Duñabeitia María Dimitropoulou Adelina Estévez Manuel Carreiras 《Mind, Brain, and Education》2013,7(2):124-135
The visual word recognition system recruits neuronal systems originally developed for object perception which are characterized by orientation insensitivity to mirror reversals. It has been proposed that during reading acquisition beginning readers have to “unlearn” this natural tolerance to mirror reversals in order to efficiently discriminate letters and words. Therefore, it is supposed that this unlearning process takes place in a gradual way and that reading expertise modulates mirror‐letter discrimination. However, to date no supporting evidence for this has been obtained. We present data from an eye‐movement study that investigated the degree of sensitivity to mirror‐letters in a group of beginning readers and a group of expert readers. Participants had to decide which of the two strings presented on a screen corresponded to an auditorily presented word. Visual displays always included the correct target word and one distractor word. Results showed that those distractors that were the same as the target word except for the mirror lateralization of two internal letters attracted participants' attention more than distractors created by replacement of 2 internal letters. Interestingly, the time course of the effects was found to be different for the 2 groups, with beginning readers showing a greater tolerance (decreased sensitivity) to mirror‐letters than expert readers. Implications of these findings are discussed within the framework of preceding evidence showing how reading expertise modulates letter identification. 相似文献
6.
Governments from all over the world are looking for ways to reduce costs while at the same time to stimulate innovation. While pursuing both objectives, governments face a major challenge—to operate in a connected environment, engage stakeholders and solve societal problems by utilizing new methods, tools, practices and governance models. As result, fundamental changes are taking place on how government operates. Such changes are under the larger umbrella of ‘lean government’ (l-Government). Lean government is a new wave which is appearing as a response to traditional approaches—like electronic government (e-Government) and transformational government (t-Government), and aims at reducing the complexity of the public sector by simplifying and streamlining organizational structures and processes, at the same time at stimulating innovation by mobilizing stakeholders. In l-Government, public organizations introduce platforms facilitating innovation and interactions with other public organizations, business and citizens, and focus on their orchestration role. Experimentation, assessment and gradual improvement based on user requirements are key factors for realizing l-Government. 相似文献
7.
Carolina?TinajeroEmail author Zeltia?Martínez-López Ma?Soledad?Rodríguez Ma?Adelina?Guisande Ma?Fernanda?Páramo 《European Journal of Psychology of Education - EJPE》2015,30(2):227-244
Perceived social support has been shown to be one of the most important protective factors for emerging adult students during their transition to university. However, the relationships between perceived social support and dimensions of gender and family background, which have been shown to affect adjustment to college life, remain unexplored. The current study analyzes the effect of gender, parents’ education, and family income level on social support perceived by Spanish university students. The sample consisted of 575 women and 280 men, of average age 18.02 years (SD?=?0.52) enrolled in the first year of degree courses at the University of Santiago de Compostela (Spain). Three measures were used to assess various facets of perceived social support, namely perceived acceptance, social provisions, and support availability and satisfaction. Gender differences were identified for several perceived social support dimensions; women reported a wider social network, which should cover more diverse needs of social support. In addition, differences related to mother’s education and family income level emerged for the availability of support and perceived acceptance. The results highlight the different role of gender and family background in several dimensions of perceived social support during the transition to emerging adulthood. 相似文献
8.
The research work on understanding whether citizens will readily accept to engage with governments in e-participation initiatives through social media remains limited. Therefore, this study investigates the factors that are influencing citizens' intention to engage in government-led e-Participation initiatives through Facebook. To that end, the study proposes and validates a citizen-centric acceptance model. The proposed model extends the model primarily established on the theory of planned behavior, by incorporating additional factors that emerged from relevant literature. The research data were collected from a survey of 400 Facebook users in Jordan using a probability sample technique. The results revealed that the factors with the most significant influence on citizens' intention to engage in government-led e-participation initiatives through Facebook are: the citizens' attitude, participation efficacy, and perceived behavior control. Subjective norms and perceived value, however, have no direct effect on citizens' intention to engage in government-led e-participation initiatives through Facebook. Furthermore, the results showed that the citizens' attitude is primarily determined by participation efficacy, perceived usefulness and compatibility of Facebook, and perceived value. In contrast, the factors perceived ease of use of Facebook, citizens' trust in government, and citizens' trust in Facebook, have no significant impact on citizens' attitude. These factors have rarely been empirically tested in the context of e-participation. Consequently, this study paves the way towards a better understanding of the important factors that influence citizens' intention to participate, which, in turn, will inform the design and implementation of e-participation initiatives. 相似文献
9.
10.
Elia Fernández-Díaz Adelina Calvo Carlos Rodríguez-Hoyos 《Educational Action Research》2013,21(3):397-401
This article describes a collaborative action research process in pre-school and primary education in Spain during a four-year period (2006–2010). The aim was the need to promote a level of reflection among the participants as to their teaching practice. The methodology used was a technologically mediated action research process. The results are analysed based on the constructed meanings in the area of practice, innovation strategies used and the degree of collaboration reached in the research. Finally, conclusions are made regarding the essential need to prioritize the research and professional development of teachers in the innovative use of technology. It proved necessary to promote collaboration in action research in order to rethink and negotiate the use of technology in a social learning environment. 相似文献