排序方式： 共有5条查询结果，搜索用时 15 毫秒
1
1.
Zohreh Yaghoub Zadeh Fataneh Farnia Charles Ungerleider 《Early education and development》2013,24(4):568-594
Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping procedure, a new method recently developed to assess multiple mediator effects simultaneously. Five potential mediating aspects of naturally occurring enriching home environments (HOME) were measured at 54 months of age: learning materials, learning stimulation, parental responsiveness, modeling of social maturity, and variety in experience. Gender differences in the mediating role of aspects of home enrichment were also examined for the letter–word reading and math subscales of the Woodcock–Johnson Psychoeducational Battery–Revised. Results indicated that all 5 aspects of home enrichment mediated the association between maternal education and reading achievement, and 4 aspects of home enrichment mediated this association for math achievement. Some aspects of home enrichment were gender specific. Practice or Policy: Theoretical and practical implications of the findings are discussed. 相似文献
2.
We examined theoretical issues concerning the development of reading fluency and language proficiency in 390 English Language Learners (ELLs,) and 149 monolingual, English-as-a-first language (EL1) students. The extent to which performance on these constructs in Grade 5 (i.e., concurrent predictors) contributes to reading comprehension in the presence of Grade 2 autoregressors was also addressed. Students were assessed on cognitive, language, word reading, and reading fluency skills in Grades 2 and 5. In Grade 2, regardless of language group, word and text reading fluency formed a single factor, but by Grade 5 word and text reading fluency formed two distinct factors, the latter being more aligned with language comprehension. In both groups a substantial proportion of the variance in Grade 5 reading comprehension was accounted for uniquely by Grade 2 phonological awareness and vocabulary. Grade 5 text reading fluency contributed uniquely in the presence of the autoregressors. By Grade 5 syntactic skills and listening comprehension emerged as additional language proficiency components predicting reading comprehension in ELL but not in EL1. Results suggest that predictors of reading comprehension are similar but not identical in ELL and EL1. The findings point to a more nuanced and dynamic framework for understanding the building blocks that contribute to reading comprehension in ELLs and EL1s in upper elementary school. They underscore the importance of considering constructs such as vocabulary, whose role is stable, and other components of language proficiency and reading fluency whose role becomes pivotal as their nature changes. 相似文献
3.
This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using structural equation modeling. We examined the mediating role of Grade 2 word-level reading skills in the association between Grade 1 phonological awareness, naming speed, and listening comprehension and Grade 3 reading comprehension and reading fluency. The results indicated that word-level reading skills fully mediated the association between phonological awareness, reading comprehension and reading fluency. Word-level reading skills partially mediated the association between naming speed and reading fluency. Listening comprehension contributed directly to reading comprehension and reading fluency. It appears that reading development in ELLs is better understood when reading fluency is added to the SVR framework as an outcome and naming speed as a building block of SVR. Theoretical aspects of the mediation model in relation to ELL reading development are also addressed. 相似文献
4.
This study modelled reading comprehension trajectories in Grades 4 to 6 English language learners (ELLs = 400), with different home language backgrounds, and in English monolinguals (EL1s = 153), and examined an augmented Simple View of Reading model. The contribution of Grade 1 (early) and Grade 4 (late) cognitive, language and word‐level reading to Grade 6 reading comprehension was examined. The reading comprehension trajectory was non‐linear in ELLs but linear in EL1s. Syntax predicted consistently rate of growth in reading comprehension. ELLs consistently underperformed EL1s on reading comprehension. Word‐level reading and all components of language (vocabulary, syntax and listening comprehension) remained stable predictors of Grade 6 reading comprehension. Grade 1 phonological awareness, naming speed and working memory predicted reading comprehension in Grade 6, as did Grade 4 phonological short‐term memory. Results support an augmented Simple View of Reading that includes cognitive, word‐level and language components, and underscore the importance of considering developmental changes in the constructs. 相似文献
5.
Fredrick Muyia Nafukho Machuma Helen Muyia Forouzan Farnia Kit Kacirek Susan A. Lynham 《Performance Improvement Quarterly》2016,29(1):71-87
The purpose of this study was to examine the impact of a leadership training program on participants’ emotional intelligence scores. The target population for the study consisted of participants in leadership positions. Seventy‐one participants from over 30 countries took the pre‐test, and 45 subjects of the sample participated in the second training and took the post‐test. The findings of the study show that there was growth in mean scores a year after training and coaching had occurred. 相似文献
1