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Two randomised control experiments examined spelling outcomes in a repeated measures design (pre‐test, post‐tests; 1‐day, 1‐month follow‐up, 5‐month follow‐up), where students learned Spanish irregular words through (1) immediate feedback using self‐correction, (2) visual imagery where children imagine and represent words using movement, and (3) copying words. The two control groups engaged in reading and dictation. We expected that methods with kinesthetic components and segmentation of stimuli would yield better orthographic representations in memory. Results showed that orthographic errors on Spanish irregular words diminish when children receive self‐correction instruction. Imagery and copy instruction also reduce these errors, but less consistently. Five months later, self‐correction group maintained their advantage in spelling compared with students who read or performed dictation. Experiment 2 replicated the spelling instruction effects and showed large effects on children who had hardly received any spelling instruction in Spanish. Results indicate that research‐based practices can significantly improve spelling outcomes in primary children. 相似文献
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Evidence of phonological awareness levels usually comes from English-speaking children. The evidence in Spanish is scarce. The present study examined the phonological awareness of syllables, onsets–rimes, and phonemes, extending the Treiman and Zukowski (1991) results to preliterate and literate Spanish-speaking children. The sample comprised preschoolers, kindergarteners and first-graders. Children found syllables easier than onset–rime units, and onset–rime units easier than phoneme units (Experiments 1 and 2). Preliterate children found ending units easier than beginning units. However, literate children were best at initial linguistic units, particularly initial syllables. Results on the phonological awareness task and on the masked priming lexical decision task support that the phonological awareness development is sensitive to the orthographic units used by children from the time they begin to read (Experiment 3). For all children, initial continuant consonants were easier than stop consonants. 相似文献
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The mix of contemporary innovation policies impacting on a given territory are typically characterised by quite different underlying rationales and instruments. Complexity is further increased by multi-level considerations. Thus policies with different characteristics and from different administrative levels are continually interacting with one another in complex policy systems. These interactions significantly complicate the evaluation of individual policies, and raise a series of difficult questions around how their respective evaluation processes should interact to facilitate learning around the performance of policy systems. This paper contributes with a simplified definition of an innovation policy system as the conjuncture of policy mix and multi-level dimensions, from which a series of steps are proposed for arriving at an evaluation mix relevant for the specific characteristics of a given policy space. These ideas are explored with respect to the case of the Basque Country region of Spain and signal an agenda for further applied policy research. 相似文献
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Nancy Salmon Edurne García Iriarte Emma Q. Burns 《International Journal of Research & Method in Education》2017,40(2):181-200
Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD. 相似文献
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Edurne Chocarro De Luis 《Support for Learning》2016,31(2):164-176
This article reviews the journey of special education in Spain by considering the legal frameworks. It examines the extent to which legislation has tapped into the feelings of society in general towards people with disabilities who wish to secure inclusion in both education and society. It tracks the evolution of legislation, originally based on a preoccupation with the segregation of those with disabilities, towards the more progressive and inclusive laws which obtain at the present time. In so doing the article considers the positives and negatives that have accompanied this process. Spain has a high percentage of students with special educational needs enrolled in its mainstream schools; insights into the legal mechanisms shed light on how these figures were reached. The article concludes by highlighting the importance of training in attitudinal approaches towards disability in order to make the journey more accessible. 相似文献
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