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Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected‐text oral reading fluency in a sample of adolescents with dyslexia (n = 77). The second was to test the hypothesis that the effect of verbal working memory on connected‐text oral reading fluency is moderated by word‐level skills and/or vocabulary knowledge. The results suggest that many deficits associated with childhood dyslexia remain prominent in adolescence, but the nature of the relationships between key cognitive and linguistic predictors (i.e., word‐level reading, vocabulary, verbal working memory) and reading fluency appear to be different in adolescence. For example, while word‐level skills remain a significant predictor, the strength of the effect is relatively weak. In contrast, the data support an increased role for vocabulary and verbal working memory, including an interaction between these factors. The presence of an interaction can be interpreted as evidence that the influence of verbal working memory on connected‐text oral reading fluency in adolescents with dyslexia depends on individual differences in vocabulary knowledge. These results offer support for the changing nature of dyslexia across development, and suggest that researchers should study dyslexia in adolescents on its own terms, rather than treating it as an extension of reading problems in early childhood. 相似文献
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Our goal is to establish a science of the individual, grounded in dynamic systems, and focused on the analysis of individual variability. Our argument is that individuals behave, learn, and develop in distinctive ways, showing patterns of variability that are not captured by models based on statistical averages. As such, any meaningful attempt to develop a science of the individual necessarily begins with an account of the individual variability that is pervasive in all aspects of behavior, and at all levels of analysis. Using examples from fields as diverse as education and medicine, we show how starting with individual variability, not statistical averages, helped researchers discover two sources of ordered variability—pathways and contexts—that have implications for theory, research, and practice in multiple disciplines. We conclude by discussing three broad challenges—data, models, and the nature of science—that must be addressed to ensure that the science of the individual reaches its full potential. 相似文献
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An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid curriculum reform have resulted in a significant paradigm shift focused on reclaiming knowledge and cognition in the classroom as expressed in the new revisionism in curriculum debate. From a policy point of view, it argues that the South African experience demonstrates how the pursuit of grand philosophies and ideals such as OBE and curriculum 2005 requires, at both macro and micro, systemic and institutional levels, generally and at the level of detail, a great deal of technical and political skills that cannot be achieved overnight. This calls for realism and pragmatism in school reform by focusing attention not only on what schools in society stand for but also on what they can realistically do and achieve, given their legacies and the particular circumstances in which they operate. 相似文献
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