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Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese 
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下载免费PDF全文 Tomohiro Inoue George K. Georgiou Naoko Muroya Hisao Maekawa Rauno Parrila 《Journal of Research in Reading》2018,41(1):159-175
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
- Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
- Children's early reading skills can have an impact on later HLE.
- The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
- In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
- The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
- More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
- We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
- This can be particularly true of less educated parents with poorly performing children.
- We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
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Jang K Xu Y Tanaka Y Sato K Mawatari K Konno T Ishihara K Kitamori T 《Biomicrofluidics》2010,4(3):32208
Recently, interest in single cell analysis has increased because of its potential for improving our understanding of cellular processes. Single cell operation and attachment is indispensable to realize this task. In this paper, we employed a simple and direct method for single-cell attachment and culture in a closed microchannel. The microchannel surface was modified by applying a nonbiofouling polymer, 2-methacryloyloxyethyl phosphorylcholine (MPC) polymer, and a nitrobenzyl photocleavable linker. Using ultraviolet (UV) light irradiation, the MPC polymer was selectively removed by a photochemical reaction that adjusted the cell adherence inside the microchannel. To obtain the desired single endothelial cell patterning in the microchannel, cell-adhesive regions were controlled by use of round photomasks with diameters of 10, 20, 30, or 50 μm. Single-cell adherence patterns were formed after 12 h of incubation, only when 20 and 30 μm photomasks were used, and the proportions of adherent and nonadherent cells among the entire UV-illuminated areas were 21.3%±0.3% and 7.9%±0.3%, respectively. The frequency of single-cell adherence in the case of the 20 μm photomask was 2.7 times greater than that in the case of the 30 μm photomask. We found that the 20 μm photomask was optimal for the formation of single-cell adherence patterns in the microchannel. This technique can be a powerful tool for analyzing environmental factors like cell-surface and cell-extracellular matrix contact. 相似文献
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Naoki Kikuchi Eri Miyamoto-Mikami Haruka Murakami Tomohiro Nakamura Seok-Ki Min Masuhiko Mizuno 《European Journal of Sport Science》2016,16(6):694-701
Aim: Recent meta-analyses of the literature confirmed the association between the RR+RX genotype of the ACTN3 R577X polymorphism and elite sprint/power athletic status in Europeans but not in Asians and Africans, while the association between the R577X genotype and elite endurance athlete status is less convincing. The aim of the present study was to investigate the association between the ACTN3 R577X genotype and elite athlete status in a large Asian (Japanese) cohort of track and field athletes. Methods: One-thousand fifty-seven Japanese track and field athletes (627 sprint/power athletes and 430 endurance athletes) and 810 Japanese controls were genotyped for the ACTN3 R577X polymorphism (rs1815739) by using the TaqMan® SNP Genotyping Assay. Results: Elite sprint/power athletes had a higher frequency of the RR+RX genotype than the controls (OR: 1.59, 95% CI: 1.16–2.18; P?=?.003). A significant linear correlation was found between the RR?+?RX genotype and athlete status (i.e. regional?P?=?.001 for trend) and long-distance runners (regional: 65%, national: 72%, international: 82%; P?=?.030 for trend). Conclusions: The data obtained for this large Asian (Japanese) cohort of track and field athletes served to confirm the association between the RR?+?RX genotype of the ACTN3 R577X polymorphism and elite sprint/power athlete status and also the association between the ACTN3 RR?+?RX genotype and long-distance running athletic status. 相似文献
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We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly. 相似文献
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The transformation to sustainable social systems requires both individual and collective pro-environmental behaviors. In this study, we quantified the impacts of factors that promote or impede collective pro-environmental behaviors around the use of renewable energy. An online questionnaire was completed by Japanese high school and college students, and covariance structure analysis was performed on groups with strong or weak intention to participate in collective behaviors and groups with rich or little experience with community activities. Our results revealed that the belief that a global environmental crisis can be avoided by individual efforts was negatively related to collective behavioral intention. We also found that environmental education that aimed to enhance attachment to community and social norms, would be effective for the youth with weak collective behavioral intention, but not so for youth with strong collective behavioral intention. It would be more effective for youth with strong collective behavioral intention to learn the practical approaches for community participation and raise awareness of the perceived importance of collective pro-environmental behaviors. 相似文献
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Background
Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension.Method
A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention.Results
The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors.Conclusions
The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners. 相似文献10.