Inclusive Education in Brunei Darussalam     

Koay Teng Leong 《Asia Pacific Journal of Education》2004,24(2):129-142

This paper describes major developments in Brunei Darussalam during the past decade that highlight inclusive education as a significant educational agenda. A brief history of disability services is first described to provide a backdrop of pre-1994 developments and activities that occurred in the country. Next, the education system in Brunei is introduced with specific reference to how special education became relevant to serving the needs of students with special needs within the mainstream school system. Major developments in the inclusion movement during the past decade are then described in terms of policy, implementation and teacher education. The article concludes with a discussion on current local research that seeks to inform the direction of practice and policy of inclusive education in Brunei Darussalam.  相似文献   

Differential Reading,Naming, and Transcribing Speeds of Japanese Romaji and Hiragana     

Jun?YamadaEmail author  Che?Kan?Leong 《Reading and writing》2005,18(4):303-323

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A componential approach to understanding reading and its difficulties in preadolescent readers     

Che Kan Leong 《Annals of dyslexia》1988,38(1):95-119

The present study is predicated on the logic of interrelated functional information processing components as an approach to understanding reading and its difficulties in preadolescent readers. The structural equation modelling (and its variants) involved these three latent components: (a) orthographic/phonological component, (b) morphological component, and (c) sentence and paragraph comprehension component. These components were subserved by a total of ten measurable tasks, all administered on-line via the microcomputer under laboratory conditions with reaction time measures as indices of mental representation of word knowledge and sentence/paragraph comprehension. The latent dependent component of reading performance was subserved by standardized vocabulary and reading comprehension tests. The total sample consisted of 298 children in grades, 4, 5, and 6. Maximum likelihood analyses using LISREL show that the data in general do not disconfirm the proposed model for grade 4 readers. The three-component model, with some variables set free, provides a reasonable fit for the grade 5 data but less claim could be made about the goodness of fit for grade 6. The results show the mutually reinforcing and mutually facilitating effects of multilevels and multicomponents of reading. Word structure and word knowledge are particularly predictive of reading. The present Phase 1 work would be validated in a follow-up of another cohort of readers and would also lead to the systematic training of some of the components with poor readers. This study was supported by a grant (No. 410-86-0048) from the Social Sciences and Humanities Research Council of Canada.  相似文献   

Component skills of text comprehension in less competent Chinese comprehenders   总被引：1，自引：0，他引：1  

Leong CK  Hau KT  Tse SK  Loh KY 《Annals of dyslexia》2007,57(1):75-97

The present study examined the role of verbal working memory (memory span and tongue-twister), two-character Chinese pseudoword reading (two tasks), rapid automatized naming (RAN) (letters and numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 31 less competent comprehenders compared with 37 reading comprehension control students and 23 chronological age controls. It was hypothesized that the target students would perform poorly on these cognitive and linguistic tasks as compared with their controls. Furthermore, verbal working memory and pseudoword reading would explain a considerable amount of individual variation in Chinese text comprehension. RAN would have a nonsignificant role in text comprehension. Structural equation analyses and hierarchical multiple regression analyses generally upheld these hypotheses. Our findings support current literature of the role of verbal working memory in reading comprehension found in English. The results, however, suggest differential role of the constructs and the tasks in reading comprehension and provide some answers for comprehension impairment in Chinese students.  相似文献   

Oxide     

Russell Leong 《Journal of American culture (Malden, Mass. : 2003)》1993,16(3):113-113

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Reviews     

Che Kan Leong  Richard Masland M.D.  Celia Usprich Ph.D.  Margaret Byrd Rawson  Drake D. Duane M.D.  Bobbie Berking 《Annals of dyslexia》1981,31(1):251-266

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Spreadsheet Modeling of Equipment Acquisition Plans     

Thin-Yin Leong  Michelle L. F. Cheong 《Decision Sciences Journal of Innovative Education》2008,6(2):365-373

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Methodist education and the social status of the Straits Chinese in colonial Singapore (1886-1914)     

Blackburn K  Leong P 《Paedagogica Historica: International Journal of the History of Education》1999,35(2):333-357

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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language     

Leong  Che Kan  Shum  Mark Shiu Kee  Tai  Chung Pui  Ki  Wing Wah  Zhang  Dongbo 《Reading and writing》2019,32(2):439-466

Reading and Writing - This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing...  相似文献   

The use of microcomputer technology in a modular approach to reading and reading difficulties     

Che Kan Leong  Simon Lock 《Reading and writing》1989,1(3):245-255

This paper outlines the theoretical framework of a two-year two cohort study of inter-related modules to model reading in 300 grades 4, 5 and 6 readers, and describes the specially designed microcomputer programs written in Turbo Pascal to implement this modular approach. In brief, the modular approach postulates the interrelated phonological, morphological modules in processing words and sentence/paragraph processing. These three modules or components are subserved by 10 measurable tasks all implemented on the microcomputer (IBM-PC compatible) with reaction time measures as indices of the different facets of verbal efficiency. Statistical analyses of the large data sets for Phase 1 show the linear structural equation modelling fits the data reasonably well. In particular, the morphology task consistently explains between 32% to 44% of the variance in reading performance in the three grades. The findings lend themselves to specific approaches to habilitation in the different components or sub-components.This study was supported by a grant (No. 410-86-0048) from the Social Sciences and Humanities Research Council of Canada awarded to Che Kan Leong. Simon Lock and Jacky Lau were responsible for the microcompurter programming. Edward Danskin, Melvin Kelley, Donald Simmons, Louise Sellinger, Kristin Strauss and Tara Wiley carried out the experimentation with individual children in the schools. The cooperation of the principals, the teachers and the subjects was greatly appreciated. Requests for reprints should be addressed to Dr. C. K. Leong, Department for the Education of Exceptional children, University of Saskatchewan, Saskatoon, Canada, S7N OWO.  相似文献