排序方式： 共有4条查询结果，搜索用时 0 毫秒
1
1.
Ravit Cohen-Mimran Liron Reznik-Nevet Sharon Korona-Gaon 《Early Childhood Education Journal》2016,44(1):69-78
The purpose of the present study was to examine the effect of a small-group intervention based on the naturalistic approach on 220 children from 3–5 years of age. All kindergarten children received weekly sessions delivered by a SLP in collaboration with the kindergarten teacher. These sessions included various book related activities. Two intervention groups were identified: children from middle SES neighborhoods and children from low SES neighborhoods. A control group was matched to the first group and included children from middle SES neighborhoods. Children participating in the program were pre and post tested using three language tests in order to assess basic language skills. The main finding was that children in the intervention groups showed significantly greater gains from pre- to post-test relative to children in the comparison group. The program benefited children from different SES environments. The greatest progress was in the area of vocabulary. In sum, the combination of small group setting and age-appropriate interactive activities served to provide language promoting opportunities for these children. 相似文献
2.
The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature. 相似文献
3.
Miriam Raider-Roth Amy Rector-Aranda Tammy Kaiser Liron Lipinsky Alison Weikel Sara Wolkenfeld 《Journal of Jewish Education》2013,79(2):187-208
ABSTRACTIn this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation. 相似文献
4.
Schwartz Liron Adler Idit Madjar Nir Zion Michal 《Journal of Science Education and Technology》2021,30(4):582-593
Journal of Science Education and Technology - Engaging students in inquiry is a key component in order to fulfill essential goals in science education. To achieve successful engagement in inquiry... 相似文献
1