共查询到20条相似文献,搜索用时 15 毫秒
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The Foundations of Literacy 总被引:1,自引:0,他引:1
Rebecca Treiman 《Current directions in psychological science》2000,9(3):89-92
Learning to read and write in English requires children to master the alphabetic principle, the idea that the letters in printed words represent the sounds in spoken words in a more or less regular manner. Children need at least two skills in order to grasp the alphabetic principle. The first is phonological awareness, or a sensitivity to the sound structure of spoken words. The second is knowledge about letters, including knowledge of letter names and knowledge of letter sounds. Recent research sheds light on these foundational skills, documenting the linguistic factors that affect children's performance and how children put their phonological skills and knowledge of letters to use in learning to read and spell. 相似文献
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Benjamin M. Ogles Gregorio Melendez Diane C. Davis Kirk M. Lunnen 《Journal of child and family studies》2001,10(2):199-212
The development and initial psychometric studies for the Ohio Youth Problems, Functioning, and Satisfaction Scales (Ohio Scales) are described. The Ohio Scales were developed to be practical yet rigorous, multi-content, multi-source measures of outcome for children and adolescents receiving mental health services. Initial studies suggest that the Ohio Scales are promising (reliable, valid, and sensitive to change) measures that can be used to track the effectiveness of mental health interventions for youth with serious emotional disorders. Additional studies are warranted to expand the situations and populations within which the scales are valid. 相似文献
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Carl Murchison 《The Journal of genetic psychology》2013,174(3):440-446
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Patriann Smith Paul Frazier Jaehoon Lee Rong Chang 《International Journal of Testing》2018,18(3):276-296
Previous research has primarily addressed the effects of language on the Program for International Student Assessment (PISA) mathematics and science assessments. More recent research has focused on the effects of language on PISA reading comprehension and literacy assessments on student populations in specific Organization for Economic Cooperation and Development (OECD) and non-OECD countries. Recognizing calls to highlight the impact of language on student PISA reading performance across countries, the purpose of this study was to examine the effect of home languages versus test languages on PISA reading literacy across OECD and non-OECD economies, while considering other factors. The results of Ordinary Least Squares regression showed that about half of the economies demonstrated a positive and significant effect of students' language status on their reading performance. This finding is consistent with observations in the parallel analysis of PISA 2009 data, suggesting that students' performance on reading literacy assessment was higher when they were tested in their home language. Our findings highlight the importance of the role of context, the need for new approaches to test translation, and the potential similarities in language status for youth from OECD and non-OECD countries that have implications for interpreting their PISA reading literacy assessments. 相似文献
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David Rozema 《Philosophical Investigations》2004,27(3):258-281
In modern times a gap has appeared between the arts of history and literature, and the sciences of historicism and criticism. Many modern critics, historians, and teachers of literature and history (and even many so‐called authors of literature) have welcomed, or at least complied with, the “scientification” of their arts, resulting in widespread illiteracy with regard to literature and history. The solution to this problem lies in a (re‐)investigation of how the art of literature teaches us the truth. I maintain that the lifeblood of literature is the set of common joys and griefs, the common blessings and sufferings, of mankind. Without a communication of these passions as passions with the result of a transformation or shaping of the soul – without a mimesis, as the Greeks would say –across the boundaries of tribe, race, gender and era, there is no literature; and no literacy. Using a scene from Solzhenitsyn's First Circle, I argue that these passions are part of the truth (or falsity) of any story involving human beings. So literature and history would both be restored if the writers, readers, and teachers of each developed a deeper concern for the whole truth. 相似文献
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Schmidt TC 《Kennedy Institute of Ethics journal》2004,14(3):235-240
The Siminoff, Burant, and Youngner study in Ohio is strikingly consistent with data from a national study. Both suggest that there might be significant public acceptance of future policies that violate the dead donor rule, or that further extend the boundary between life and death to include brain-damaged patients short of "brain death." Experience with donation suggests that many individuals would donate their loved ones' organs when they have concluded that the brain injury is not survivable, even if all the criteria for "brain death" are not met. It would be very helpful to have research on those who have gone through the real-life clinical situation. Based on the findings of this study and the increasing demand for organs, it may be appropriate for public policy to allow for ways to increase organ procurement from individuals who are not fully "brain dead" beyond the current method of procurement after cardiac death, but any change in this area should go slowly and with significant public input. 相似文献
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Llorens Tatay AC Gil Pelluch L Vidal-Abarca Gámez E Martínez Giménez T Mañá Lloriá A Gilabert Pérez R 《Psicothema》2011,23(4):808-817
A new test to evaluate reading literacy, the Test of Reading Literacy for Secondary Education (CompLEC) is presented. CompLEC is based on the PISA assessment framework and new definitions of reading literacy. The test, easy to apply and score, assesses the level of reading literacy of children between 11 and 14 years of age in several reading situations (i.e., public, educational, personal and occupational) and with different types of texts (i.e., continuous and non-continuous). The scale has been standardized with a sample of 1,854 students from five different Spanish regions. Empirical results show that CompLEC is a homogeneous, reliable and valid instrument. 相似文献
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该研究探讨了幼儿园中、大班及小学一、二年级儿童在完成字/词意识任务上的年龄差异以及阅读训练对字/词意识发展的影响。实验结果表明:(1)5岁儿童的字词意识尚处于不断的发展之中。6岁及7岁儿童的字意识发展已经达到了成熟水平,但他们的词意识正处于不断的发展之中。(2)初级的阅读训练促进了5岁儿童字意识的发展,但对词意识的发展没有影响。(3)小学语文教学对6岁儿童的口头任务没有影响,但显著地促进了圈词任务成绩的提高。 相似文献
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Miriam Alfassi 《Reading Psychology》2013,34(6):539-563
This comparative study examines the role of contextual features embedded in a dialogic environment in fostering literacy. The study, implemented by language arts teachers in a middle school setting, investigates the effectiveness of an instructional program designed to create a collaborative dialogic learning environment that imparts literacy. The program is compared to a traditional learning environment in which reading and writing are imparted through direct teacher instruction. Results indicate that embedding literacy instruction in communities of discourse is superior to traditional methods in fostering reading comprehension and writing competence. Findings suggest that a dialogic environment creates the context within which students develop cognitive tools to achieve literacy. 相似文献
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杂字是中国古代社会流行于民间与"三、百、千"并行的非正规识字教材,因其内容通俗易懂、贴近生活而在民间流传广泛.杂字不仅有识字的功能,而且还在朴实的文字中渗透着一定的思想教育,如孝悌谦让、惜时向上、勤俭持家等,具有潜移默化的社会教化作用.这种朴实健康的人生态度和追求,即使对当代的精神文明建设也具有一定的借鉴作用. 相似文献
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Lilly M. Steiner 《Reading Psychology》2013,34(8):703-735
This study examines a family literacy intervention conducted in two first-grade classrooms with culturally diverse student populations. In the treatment and control classrooms, six parents and a classroom teacher learned practices for building home-school partnerships. Data were analyzed to determine changes in home-literacy practices, increases in parents' knowledge literacy instruction, and changes in children's literacy achievement. Data analyses demonstrated that participating parents showed significantly greater usage of effective storybook reading strategies before and after reading. Parental and teacher participation resulted in statistically significant differences in students' scores on the Concepts of Print assessment, compared to students in the control classroom. 相似文献
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Eugene V. Gallagher 《Teaching Theology & Religion》2009,12(3):208-221
Stephen Prothero's Religious Literacy makes a strong case that minimal religious literacy is an essential requirement for contemporary U. S. citizens. He argues further that high schools and colleges should offer required courses in the study of religion in order to help students reach that baseline literacy. Beyond the general recommendation that such courses focus on biblical literacy and the history of Christianity, however, Prothero does not sketch out his proposal for teaching religious literacy. This essay argues that in addition to providing factual knowledge, teaching for religious literacy needs to involve sustained attention to how religious people use that factual information to orient themselves in the world, express their individual and group self‐understanding, and give their lives direction and meaning. Such attention to the dynamics of religious life can also help students understand why human beings have persisted in this mode of behavior. 相似文献