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Simos Ikonomidis Dimitris Papanastasiou Dimitris Melas Stavros Avgoloupis 《Journal of Science Education and Technology》2012,21(6):768-779
This study explores the ideas of Greek prospective primary teachers about the anthropogenic greenhouse effect, particularly about its causes, consequences and cures. For this purpose, a survey was conducted: 265 prospective teachers completed a closed-form questionnaire. The results showed serious misconceptions in all areas (causes, consequences and cures). The most prominent misconception found by this survey is the conflation between the greenhouse effect and the ozone layer depletion, which is widely reported in the literature. There is also the notion that ??good things?? (like clean beaches) can help ameliorate the greenhouse effect, whereas ??bad things?? (like insecticides) can enhance it. One of the secondary results of the survey is that prospective teachers?? main source of information about the greenhouse effect is school. This calls for educational interventions to fight misconceptions at the source. Some suggestions are presented in this paper. The results of this study are compared with the results of two similar studies conducted in the UK and in Turkey. 相似文献
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P. G. Simos R. L. Billingsley‐Marshall S. Sarkari E. Pataraia A. C. Papanicolaou 《Learning disabilities research & practice》2005,20(1):31-38
This article briefly outlines key issues related to the neurological substrate of basic language and reading functions in native speakers of Indo‐European and Oriental Languages, and in individuals who are competent in more than one language. Modern neuroimaging techniques have been used in order to address conflicting results produced by older, less flexible methods. When issues of validity and reliability of brain activation protocols are systematically addressed, converging results across methods can be obtained. Only then can neuroimaging findings provide useful data and inform education policy regarding formal language learning and reading instruction and remediation. These are steps that can ensure that we can bring the technology and approaches to bear on the problems of learning disabilities in a focused and productive way. 相似文献
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Athanassios Protopapas Georgios D. Sideridis Angeliki Mouzaki Panagiotis G. Simos 《Scientific Studies of Reading》2013,17(3):165-197
This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or increasing with grade. However, the unique contribution of word reading to comprehension became negligible after vocabulary measures were entered in hierarchical regression analyses, particularly for higher grades, suggesting that any effects of decoding on comprehension may be mediated by the lexicon, consistent with lexical quality hypothesis. Structural modeling with latent variables revealed an invariant path across grades in which vocabulary was defined by its covariation with reading accuracy and fluency and affected comprehension directly. It is argued that skilled word reading influences comprehension by strengthening lexical representations, at least when phonological decoding can be relatively effortless. 相似文献
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Simos PG Fletcher JM Sarkari S Billingsley-Marshall R Denton CA Papanicolaou AC 《Journal of learning disabilities》2007,40(1):37-48
Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the development of reading fluency skills. Spatiotemporal brain activation profiles were obtained at baseline and after each 8-week intervention program using magnetoencephalography during the performance of an oral sight-word reading task. Changes in brain activity were found in the posterior part of the middle temporal gyrus (Brodmann's Area [BA] 21: increased degree of activity and reduced onset latency), the lateral occipitotemporal region (BA 19/37: decreased onset latency of activation), and the premotor cortex (increased onset latency). Overall changes associated with the intervention were primarily normalizing, as indicated by (a) increased activity in a region that is typically involved in lexical--semantic processing (BA 21) and (b) a shift in the relative timing of regional activity in temporal and frontal cortices to a pattern typically seen in unimpaired readers. These findings extend previous results in demonstrating significant changes in the spatiotemporal profile of activation associated with word reading in response to reading remediation. 相似文献
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The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results indicated that the hypothesized fan-spread pattern for Matthew effects was not evident. Low and high ability groups were formed based on 25th and 75th percentile cutoffs on initial measures of spelling, reading accuracy and fluency, vocabulary, and reading comprehension. Multilevel modeling suggested that low and high ability groups had significantly different starting points (intercepts) and their pattern of growth on passage comprehension did not indicate that the gap would increase over time. Instead, some analyses, especially of the youngest cohorts, showed significant convergence. However, there was no evidence of eventually closing the gap. Thus, although the poor students may not be getting poorer, they do not get sufficiently richer either. 相似文献
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