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Silvana Weiss Roland H. Grabner Reinhard Kargl Christian Purgstaller Andreas Fink 《Reading and writing》2010,23(6):645-671
Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking
children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children
with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group
showed increases in morphological awareness, but only students from secondary school improved significantly in reading and
spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained
children with higher language competencies underwent an electroencephalography testing involving three different language
tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz).
These findings reflect more effortful and attention-demanding processing after the training and suggest that children with
poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy. 相似文献
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Silvana Vilodre Goellner Sebastião Josué Votre Maria Claudia Brandão Pinheiro 《Sport, Education and Society》2013,18(4):555-570
Based on post-structural feminist and gender studies, the present article analyses the importance given to the practice of physical education, sports and exercise as part of the national policy to strengthen the Caucasian-Brazilian population at the beginning of the twentieth century, emphasising the priority made of the White female body as the most important instrument in strengthening the so called ‘White race’. All the editions of the Revista Educação Physica, the first magazine published specifically for physical education and sport in Brazil, was the primary research source. Other books, manuals, reviews from scientific congresses and official publications from the Brazilian Government at the time were also examined. Via the technical analysis of the contents of the aforementioned publications, it was possible to conclude that the Brazilian nationalist discourse at the time sought what was called the ‘refinement of the White race’ by strengthening its women while, at the same time, systematically ignoring Black women. 相似文献
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Early intervention is key for children with special educational needs or disabilities (SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early education for children with and without SEND. In England, recent changes to statutory guidance for early education highlight partnership working with parents, progress checks and continuous observation. The Early Years Developmental Journal (EYDJ), an Early Support tool primarily aimed at families, aims to support early identification and assessment for children with SEND and early education for all children. The article describes Early Support to provide a backdrop and then outlines the purpose, structure and rigorous development process of the EYDJ. Use of the EYDJ to support parents, early years education practitioners, health visitors, developmental assessments and the forthcoming English special educational needs (SEN) reforms is also described. 相似文献
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Silvana M. R. Watson Robert A. Gable Sabra B. Gear Kimberly C. Hughes 《Learning disabilities research & practice》2012,27(2):79-89
Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores the fact that comprehension problems are evidenced by a heterogeneous group of students. We argue that it is important for teachers to align an intervention with a specific area of difficulty (e.g., teaching prefixes and suffixes to increase reading vocabulary). We highlight research‐based interventions advocated by the National Reading Panel and offer ways that teachers can match specific strategies with the individual needs of students with problems in reading comprehension. Finally, we emphasize that whatever strategy is selected, it should be structured, explicit, scaffolded, and intense ( Williams et al., 2005 ). 相似文献
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Silvana Micallef 《教育心理学》2004,24(2):175-200
This study explored the arithmetic skills of 39 children with arithmetic learning difficulties (ALD), compared to two control groups, one consisting of normally achieving children matched to the ALD sample for chronological age (n=28), and another comprising younger normally achieving children matched to the ALD sample for arithmetic level (n=28). To determine the relative contribution of reading impairments to arithmetic performance, the ALD group was further classified according to the presence or absence of reading difficulties into a mixed ALD (n=24) and specific ALD (n=15) group, respectively. The ALD group performed well below their chronological age counterparts in terms of the developmental maturity of their arithmetic problem solving. These children demonstrated a reliance on slow, counting-based procedures to solve arithmetic problems and, in this regard, they performed similarly to their younger, arithmetic-matched normal peers. Children with ALD also employed direct fact retrieval reliably less often than their same-age peers, but did not differ from their younger, arithmetic-matched counterparts. There were few significant differences between ALD children with and without accompanying reading problems. The findings suggest that children with ALD appear to show delayed development of arithmetic skills rather than specific processing deficits or abnormalities when comparison is made with both their chronological age and arithmetic-matched normal peers. 相似文献
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Kihyun Kim Silvana Trimi Hyesung Park Shanggeun Rhee 《Decision Sciences Journal of Innovative Education》2012,10(4):575-587
Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e‐learning platforms. This study examines the success of e‐learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e‐learning CMSs in five dimensions: system quality, information quality, instructional quality, user satisfaction, and CMS benefits. An analysis of survey data collected from students participating in a university‐wide CMS shows that system quality, information quality, and instructional quality positively influence user satisfaction, which, in turn, increases the benefits of CMSs. By providing a comprehensive framework for the critical success factors in e‐learning CMSs and their causal relationships, this study provides practical implications for managing e‐learning courses and resources for a more flexible and effective CMS‐centered, e‐learning environment. 相似文献
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An evaluation of key working for families of children and young people with special educational needs and disabilities 
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下载免费PDF全文 Key working is a way of supporting children and young people with special educational needs and disabilities (SEND) and their families, and is highly regarded by families and practitioners. However, there is a lack of up‐to‐date research exploring key working in the current context of policy reforms in England. This article reports an evaluation of key working in four sites in England, with a particular focus on the SEND policy reforms. Key working resulted in a number of positive outcomes for children and young people, families and services, including helping services to meet the requirements of the SEND reforms. Challenging aspects included managing transitions and the relationship between key working practitioner and family, but successful strategies were identified. Key working supports the implementation of specific aspects of the English SEND reforms along with more general cultural change in services to align with families' needs and well‐established aspects of good practice. 相似文献
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Ivana Bogavac Marijana Rakonjac Ljiljana Jeličić Silvana Punišić Miško Subotić 《欧洲特需教育杂志》2013,28(4):538-545
ABSTRACTAn increase in the number of children with speech–language pathology also having a genetic disorder imposes the need for speech and language pathologists (SLPs) to have sufficient knowledge about genetic basis of speech–language disorders. Research aim was to estimate in Serbian SLPs different aspects of theoretical and practical knowledge about intercorrelation of genetics and speech and language pathology and to compare obtained results with the results of SLPs in the United States. The questionnaire from Tramontana’s study was used in our study. Comparison of the results that obtained in our study with those in Tramontana’s study has shown that our study respondents have higher General Knowledge Index (78.6%: 66.2%), higher mean confidence summary score (22.2: 16.7) and higher mean score of ‘overall’ attitudes about genetics and its relation with communication disorders (20.8: 13.6). Differences which emerge from educational programmes, educational levels and practical experience in the observed groups are indicated as possible causes of differences in the obtained results. On the basis of the obtained results, it may be concluded that it is necessary to elevate SLPs’ level of general knowledge about genetics and to acquire their knowledge through clinical practice. 相似文献
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