Orthographic analogies and early reading: Explorations of performance and variation in two transfer tasks     

Savage  Robert  Stuart  Morag 《Reading and writing》2001,14(7-8):571-598

Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 26 children were shown CVC clue and target word pairs sharing either rimes (`fork' – `pork'), heads (`fork' – `ford') or were controls (`fork' – `hurl'). A modest advantage for rime-clued over head-cluedtargets was unreliable over by-subject and by-item analyses. Improvements in target word reading were correlated with pretest scaffolding errors (e.g. `pork' misread as `park'). In Experiment 2, 50 children were pretaught three clue words for each target word before being shown words that shared either rimes (`leak' – `peak'), or medial vowel digraphs (`leak') – `bean'), or were controls (`leak' – `herd'). A modest advantage for rime-clued over vowel digraph-clued targets was again unreliable over by-subject and by-item analyses. Neither rime nor phoneme awareness measures were correlated with rime inference use. Vowel, but not rime inference, was correlated with scaffolding errors. Rime detection was the strongest predictor of reading ability, whereas phoneme segmentation was the strongest predictor of the use of scaffolding errors.  相似文献   

The 'Simple View' of Reading: Some evidence and possible implications     

Robert Savage 《Educational Psychology in Practice》2001,17(1):17-33

This article explores components of reading accuracy and comprehension in 14 teenagers. The study contrasted the explanatory power of decoding and listening comprehension subskills (the 'simple view of reading'; Gough & Tunmer, 1990), and 'verbal cognitive ability' (a more traditional psychometric model). Research also investigated teenagers' literacy self-percepts. Listening comprehension was the best predictor of reading comprehension, although reading accuracy was an additional predictor. Decoding skills best predicted reading accuracy. Reading self-percepts correlated with decoding but not comprehension skills. Possible uses of 'the simple view of reading' for conceptualisations of literacy problems, interventions and effective professional roles are considered.  相似文献   

Redefining the ResponsibiIities of Teachers and the Social Position of the Technical Communicator     

Gerald J. Savage 《Technical Communication Quarterly》1996,5(3):309-327

As we increasingly recognize the social nature of technical communication, our responsibilities as teachers need to be redefined. Three levels of responsibility are suggested: at the theoretical level, we should study technical communication as a historically emergent social practice; at the pedagogical level, we need to incorporate social and historical perspectives into technical communication courses and curricula; at the level of social action, we should participate in defining and creating new sites of practice for technical communicators. Several suggestions are offered for helping students locate or develop alternative sites of technical communication practice.  相似文献   

The graph-theoretic field model—I. Modelling and formulations     

G.J. Savage  H.K. Kesavan 《Journal of The Franklin Institute》1979,307(2):107-147

The Graph-Theoretical Field Model provides a unifying approach for developing numerical models of field and continuum problems. The methodology examines the field problem from the first stages of conceptualization without recourse to the governing differential equations of the field problem; this is accomplished by deriving discrete statements of the physical laws which govern the field behaviour. There are generally three laws, and these are modelled by the “cutset equations”, the “circuit equations”, and the “terminal equations”. In order to establish these three sets of equations it is expedient first to spatially discretize the field in a manner similar to the finite difference method and then to associate a linear graph (denoted as the field graph) with the spatial discretization. The concept of “through” and “across” variables, which underlies the cutset and circuit equations respectively, enables one to define the graph in an unambiguous manner such that each “edge” of the graph identifies a pair of complementary variables. From a knowledge of the constitutive properties and the boundary conditions of the field it is possible to associate terminal equations with sets of edges. Since the resulting sets of equations represent the field equations, these equations provide the basis for a complete (but approximate) solution to the field or continuum problem. In fact, this system approach uses a two part model: one for the components and another for the interconnection pattern of the components which renders the formulation procedures totally independent of the solution procedure.This paper presents the theoretical basis of the model and several graph-theoretic formulations for steady-state problems. Examples from heat conduction and small- deformation elasticity are included.  相似文献   

The graph-theoretic field model— II. application of multi-terminal representations to field problems     

G.J. Savage  H.K. Kesavan 《Journal of The Franklin Institute》1980,309(4):241-266

This paper is a sequel to a paper entitled “The Graph-Theoretic Field Model—I: Modelling and Formulations” (1). Herein, the Theory of Multi-Terminal Representations is applied to the Graph-Theoretic Field Model to provide mathematical models of finite elements. The element models are obtained solely from the algebraic building blocks of the Graph-Theoretic Field Model, without recourse to any functional mathematics. The theory of Multi-Terminal Representations is developed for both linear and non-linear problems. Examples of the application of the theory to one- and two-dimensional field problems are presented from heat conduction and electrostatics.  相似文献   

Searching for the public: school funding and shifting meanings of ‘the public’ in Australian education     

Jessica Gerrard  Glenn C. Savage  Kate O’Connor 《教育政策杂志》2017,32(4):503-519

School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary debates surrounding school funding. Taking the Australian Review of Funding for Schooling (the Gonski Report) as our case, we analyse the policy report and its subsequent media coverage to consider what meanings are made concerning the ‘publicness’ of schooling. Our analysis reveals three broad themes of debate in the report and related media coverage: (1) the primacy of ‘procedural politics’ (i.e. the political imperatives and processes associated with public policy negotiations in the Australian federation); (2) changing relations between what is considered public and private; and (3) a connection of government schooling to concerns surrounding equity and a ‘public in need’. We suggest these three themes contour the debates and understandings that surround the ‘publicness’ of education generally, and school funding more specifically.  相似文献   

The musical field     

Professor Mike Savage 《Cultural Trends》2006,15(2-3):159-174

This article examines musical taste, as revealed by the Cultural Capital and Social Exclusion survey. It shows that musical taste is highly divided and contentious, with large numbers of people intensely disliking certain genres of music. It shows the existence of two distinctive musical taste communities, one linking taste for rock, electronic, urban, world and heavy metal music, and the other linking classical music and jazz. Tastes for specific musical works do not easily map onto musical genres, and are less closely correlated with each other. Using logistic regression, it is shown that age and ethnicity in particular, and gender, educational qualifications and occupational class, strongly condition taste for both musical genres and works.  相似文献   

I. Overview of the child study center     

Sara J. Little  Marilyn Savage  Kathleen Somers  A. Alleane Taylor  Franklin Tinney  Sherrill Werblood-Manges 《Annals of dyslexia》1974,24(1):106-121

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The lived experience of knowing in childbirth     

Savage JS 《The Journal of perinatal education》2006,15(3):10-24

Research on knowing in childbirth has largely been a quantitative process. The purpose of this study was to understand the ways first-time mothers learn about birth. A phenomenological approach, using a feminist view, was used to analyze two in-depth interviews and journals to understand nine first-time expectant mothers' experiences of knowing in childbirth. The findings demonstrated a range of knowledge that contributed to issues of control and conflict. The participants also described an increased dependency on their mothers and a lack of their own intuition contiguous to the birth process. These findings contribute understanding to how expectant mothers know birth, suggesting that their knowing does not diminish conflict surrounding the event and may even exacerbate it when not combined with learning skills to manage conflict. Childbirth educators may want to include instruction on negotiating power differential in relationships encountered during childbirth in order to strengthen a first-time mother's ability to receive the care she wants. Educators may also want to assess the expectant mother's view of birth and her expectations for birth. Schools of nursing should consider the inclusion of women-centered care curricula at both the undergraduate and graduate levels. The mothers' responses in this study clearly reveal that the politics surrounding birthing remain in place and must be removed in order to provide a supportive environment for normal birth.  相似文献   

Corrigendum to the ‘Evidence for a simplicity principle: teaching common complex grapheme‐to‐phonemes improves reading and motivation in at‐risk readers’ Journal of Research in Reading, 2014; 37(2): 196–214     

Victoria Chen  Robert S. Savage 《Journal of Research in Reading》2016,39(1):126-131

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