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Look carefully at outcomes in the affective domain before exchanging a classroom with a rotating staff for the conventional one teacher design. 相似文献
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In the present study the mainfocus is on the impact of phonologicalawareness on reading comprehension. The studyinvolved 1300 children in Grade 1. Syllableawareness, phoneme awareness, word decodingand reading comprehension were each assessedwith two or three subtests. The results wereanalyzed by structural modeling. Due to themarked skewness observed for some of themanifest variables, separate analyses wereperformed for students with average worddecoding performance and for students with poorword decoding. Both among average and poordecoders, phonological awareness had a directimpact on reading comprehension, indicatingthat phonological factors play an independentrole in the processing of text. One possibleway to explain this observation is that atleast two critical factors in comprehension,vocabulary and short-term memory, are bothdetermined in part by phonological ability. Itmight also be the case that phonologicalawareness partly reflects metacognitiveprocesses assumed to be involved in readingcomprehension. 相似文献
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David E. Engen 《Communication Teacher》2013,27(3):80-83
Objective: To increase civic awareness and public speaking skills Courses: Public Speaking and Hybrid 相似文献
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Arnesen K Enerstvedt RT Engen EA Engen T Høie G Vonen AM 《American annals of the deaf》2008,153(1):65-77
The article is based on a national survey in Norway of the linguistic situation of deaf children. Parents, teachers, and children were asked to make judgments on topics related to the children's language milieu at home and at school by means of detailed questions using two response methods: a language inventory and rating scales. The inventory is more detailed than those in other studies and required all three groups to consider not only the use of the two native languages, Norwegian and Norwegian Sign Language, but other forms combining sign and speech. The data revealed that languages used with the children included both native languages as well as various mixtures depending on context, situation, and the nature and purpose of the communication. The results are considered from the perspective of the amount and quality of language input and intake necessary for language acquisition and literacy. 相似文献
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David E. Engen 《Communication quarterly》2013,61(1):41-57
The present essay argues that the cultivation of a communicative imagination should be a primary objective in the undergraduate communication curriculum. The essay begins by exploring and defining what is meant by the term communicative imagination. It then examines the role complex and challenging narratives can play in helping our students cultivate their communicative imaginations and, in so doing, prepare themselves for effective and humane participation in their increasingly complex social worlds. 相似文献
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