排序方式： 共有14条查询结果，搜索用时 15 毫秒
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Saskia Kohnen Danielle Colenbrander Trudy Krajenbrink Lyndsey Nickels 《Australian Journal of Learning Difficulties》2015,20(1):15-38
The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1–7 as well as measures of validity and reliability for both tests. Another aim of this study was to assess the relative prevalence of spelling difficulties that only affect one skill selectively (only lexical or only non-lexical spelling) or both. We found that throughout Grades 1–7, children were as likely to have selective as they were to have mixed difficulties. This underscores the importance of measuring lexical and non-lexical skills separately. The tests presented in this paper provide teachers and clinicians with the necessary tools to do exactly that. 相似文献
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The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment.
It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that
this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation.
The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were
asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar,
punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults
with LI showed no difference from the comparison group in the length of their stories as measured by total number of words.
The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The
LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial
variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood. 相似文献
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Saskia Kohnen Lyndsey Nickels Ruth Brunsdon Max Coltheart 《Journal of Research in Reading》2008,31(1):157-177
This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound‐to‐letter correspondences. Treatment focused on two spelling rules and was successful: spelling improved for both regular words and nonwords. Untrained words that included the training rules also improved, but later than nonwords and trained words. This delayed generalisation was explained through feedback mechanisms between orthographic lexicon and graphemic buffer. 相似文献
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Linda Larsen Saskia Kohnen Genevieve McArthur Lyndsey Nickels 《Reading and writing》2018,31(4):991-1015
The aim of this study was to understand the relationship between children’s knowledge of letter-sound rules (“grapheme-phoneme knowledge”) and their ability to identify separate graphemes (e.g., SH, OI) that comprise words (“grapheme parsing”). We used a single-case study approach with children with phonological dyslexia who were able to read words accurately via whole-word processes (“lexical reading”), but were not able to read using grapheme-phoneme knowledge (“non-lexical reading”). These children were able to correctly parse some graphemes without grapheme-phoneme knowledge for these graphemes. However, they were unable to correctly parse some graphemes for which they had grapheme-phoneme knowledge. This dissociation suggests that children may acquire grapheme-phoneme knowledge and phoneme parsing independently. We discuss the implications of these findings for cognitive models of word reading. 相似文献
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AbstractWe review literature relevant to using technology in the teaching/learning of mathematics to highlight four roles of effective technology use: (a) promoting cycles of proof; (b) presenting and connecting multiple representations; (c) supporting case-based reasoning; and (d) serving as a tutee. We then discuss how they intersect with good instruction. Finally, we provide specific examples to illustrate how these roles of technology can be used to maintain the focus of a technology course on mathematics. 相似文献
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Stephanie F. Thompson Liliana J. LenguaMaureen Zalewski Lyndsey Moran 《Early childhood research quarterly》2013
This study examined the relations of income and children's effortful control to teacher reports of preschoolers’ social competence and adjustment problems. This study tested whether changes in effortful control accounted for the effects of income on children's adjustment. A community sample (N = 306) of preschool-age children (36–40 mos.) and their mothers, representing the full range of income (29% at or near poverty, 28% at or below the local median income), was used. Path analyses were used to test the prospective effects of income on rank-order changes in two aspects of effortful control, executive control and delay ability, which in turn, predicted teacher-reported adjustment problems and social competence. Lower income predicted smaller rank-order change in executive control, but did not predict changes in delay ability. Smaller rank-order change in delay ability predicted greater adjustment problems above the effect of income. Larger rank-order change in executive control predicted greater social competence and fewer adjustment problems above the effect of income. These findings provided some support for the hypothesis that disruptions in the development of effortful control related to low income might account for the effects of low income on young children's adjustment. Effortful control is potentially a fruitful target for intervention, particularly among children living in low income and poverty. 相似文献
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This paper discusses issues surrounding the conservation of contemporary art within the private sector using a real example, a freestanding hinged and lacquered screen. The artwork developed severe damage whilst on display in a private collection when a section of the lacquer cracked and delaminated from the bottom of one of the panels, taking paint with it. This significantly compromised its pristine appearance, and preliminary observations suggested that restoration using traditional consolidation, retouching and varnishing techniques was highly unlikely to be successful. Initial contact with the artist led to negotiation with the original fabricator's studio. This highlighted the challenges involved in reinstating the badly damaged paint and resin using an approach that would still be acceptable within the code of ethics of the conservation profession, and the potential problems of sharing information with experts who are not conservators. Part painting, part sculpture and part furniture, the screen does not fall into the standard divisions of conservation practice. Its eventual treatment demanded collaboration between specialists in paintings, sculpture, lacquer work, and conservation science. The paper addresses three areas of importance to the conservation of contemporary art: the challenges of working as an interdisciplinary team to deal with complex (and sometimes conflicting) ethical approaches and material requirements; the difficulty in balancing the desire to preserve original materials with the need to produce a pristine result, and the importance of the artist's ratification of conservation to the market value of the work. 相似文献