排序方式： 共有36条查询结果，搜索用时 15 毫秒
1.
2.
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development. 相似文献
3.
4.
5.
LuAnn Ricketts Gaskill 《Journal of Career Development》1991,17(3):167-178
6.
We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis. 相似文献
7.
Amy Ricketts 《Science & Education》2014,23(10):2119-2135
With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers’ ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council’s A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants’ written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers’ content knowledge about doing the practices and their pedagogical knowledge about teaching the practices. 相似文献
8.
9.
This paper describes experiences of teaching statistics without mathematical theory but using computer-intensive re-sampling methods. The method is relevant to statistics teaching at all levels. 相似文献
10.
The aim of this study was to determine the variations in substrate utilization between men and women matched for ventilatory threshold (Tvent) during incremental arm cranking and leg cycling exercise at 70, 85, 100 and 115% of the mode-specific Tvent. Recreationally active men (n=12) and women (n=10) with similar values for percentage of peak oxygen consumption at Tvent participated in the study. Ventilatory equivalence, excess CO2 and modified V-slope methods were used concurrently to determine Tvent. The participants performed 5 min of exercise at each of 70, 85, 100 and 115% Tvent during both arm cranking and leg cycling exercise. The females were tested during the early follicular phase for all trials. A two-way mixed-design analysis of variance was performed to test for differences between the sexes. When carbohydrate and fat oxidation were expressed relative to total fat-free mass, carbohydrate oxidation during arm cranking and leg cycling was significantly higher in men than women at each percentage of Tvent. In contrast, women showed significantly higher fat oxidation across intensities during both arm cranking and leg cycling. Our results suggest that when substrate utilization is expressed relative to total fat-free mass, women appear to maintain a higher rate of fat and lower rate of carbohydrate oxidation than men during both incremental arm cranking and leg cycling exercise relative to Tvent. 相似文献