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Jonathan Ferrier Joanna Horne Chris Singleton 《Journal of Research in Special Educational Needs》2013,13(1):66-78
Factors affecting the free writing speed of 11‐year‐old students were investigated using the Group and Individual Assessment of Handwriting Speed. Intelligence, gender, legibility and whether the student has special educational needs or speaks English as an additional language were all found to impact on writing speed to a significant extent. In one of the two schools studied, the students wrote significantly faster than the students in the other school. This ‘teacher effect’ was found to be independent of the other significant factors examined in the study and was attributed largely to instructional differences between schools and teachers. The average writing speed was 36% lower than published norms for this test, implying that 70.2% of the students would be eligible for extra time in examinations and raising doubts regarding the validity of these norms. It was concluded that vulnerability to teacher effects and other factors makes free writing an unreliable method of measuring writing speed, especially when group administered, and calls into question its use to justify the provision of examination access arrangements or accommodations. 相似文献
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Singleton JL Morgan D DiGello E Wiles J Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103
The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners. 相似文献
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In this article, we describe two United Kingdom (UK) screening tests for dyslexia: the Dyslexia Early Screening Test (DEST)
and the Cognitive Profiling System (CoPS 1), both normed and designed to be administered by teachers to children four years
and older. We first outline the political context in the UK, which for the first time, makes the use of such tests viable.
We then outline the research programs behind and the components of each test; reliability and validity are also discussed.
Information is presented on the tests in use. We conclude that tests such as these have the potential to identify children
as at risk before they fail, halting the cycle of emotional and motivational problems traditionally associated with dyslexia.
Both tests are appropriate for use in the United States, and initial reactions from the education sector have been favorable. 相似文献
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Sejal B. Parikh Christopher Janson Tiffany Singleton 《Counselor Education & Supervision》2012,51(1):33-49
The purpose of this phenomenological study was to examine seven school counseling students’ experiences of creating reflective video journals during their first internship course. Specifically, this study focused on capturing the essence of the experiences related to personal reactions, feelings, and thoughts about creating two video journal entries. Qualitative analysis revealed that reflection as a developmental process, authenticity, parallel process, and apprehension with the process were significant themes related to the video journaling experience. Implications for counselor education and training and directions for future research are presented. 相似文献
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Richard C. Burke Kathleen J. Turner Don Pember Loy Singleton William L. Rivers Joseph Turow 《Communication Booknotes Quarterly》2013,44(11):133-134
MASSCOM: MODULES IN MASS COMMUNICATION, (Chicago: Science Research Associates, 1984—series of seven booklets, price not given, paper) COMPARATIVE BROADCASTING SYSTEMS, by Richard C. Burke (43 pp.) MASS MEDIA AND POPULAR CULTURE, by Kathleen J. Turner (38 pp.) MASS MEDIA HISTORY, by Don Pember (57 pp.) MASS MEDIA AND FUTURE TECHNOLOGIES, by Loy Singleton (43 pp.) MASS MEDIA LAW, by William L. Rivers (43 pp.) MASS MEDIA CAREERS, by Joseph Turow (60 pp.) WRITING TELEVISION CRITICISM, by Bruce E. Gronbeck (44 pp.) FUNDAMENTALS OF COPY AND LAYOUT, by Albert C. Book and C. Dennis Schick (Chicago: Crain Books, 1984—$14.95) THE BENEVOLENT DICTATORS: INTERVIEWS WITH ADVERTISING GREATS, by Bart Cummings (Chicago: Crain Books, 1984—$24.95) 相似文献
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Alan Singleton 《Learned Publishing》2003,16(3):222-225
Scholarly Publishing: Books, Journals, Publishers and Libraries in the Twentieth Century edited by Richard E. Abel and Lyman W. Newlin (Against the Grain Special Millennial Issue), Wiley, 2002, 318 pp. 相似文献
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