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The present study, using a single subject adapted alternating treatments design, compared the effects of two spelling strategies (cover, copy, compare, and copy-only) used to enhance spelling performance in 2, third-grade students with learning disabilities. The cover, copy compare (CCC) method required the students to say the word, point to the word, repeat the word, cover the word, print the word, compare the word to the correct model, and correct errors if necessary. The copy-only method required the students to say the word, point to the word, repeat the word, and print the word. Overall, the CCC strategy was more effective in words learned and words retained. Results are discussed in light of CCC requiring a self-evaluation/self-correction component not required in the more traditional method of instruction. By incorporating a simple, self-management component to spelling instruction, teachers may improve spelling performance in the classroom. 相似文献
418.
Violence risk assessment in persons with mental illness 总被引:2,自引:0,他引:2
Mental health clinicians are often asked to determine an individual's risk of future violence. Dangerous assessments are required in a wide variety of situations that include involuntary commitments, emergency psychiatric evaluations, seclusion and restraint release decisions, inpatient care discharges, probation/parole decisions, death penalty evaluations, domestic violence interventions, fitness for duty evaluations, and after a threat is made. This article provides an overview regarding the assessment of dangerousness in both adults and juveniles and a summary of recent research regarding the relationship of mental illness to violence. 相似文献
419.
Memory researchers using paired associates have benefited greatly from the Swahili—English norms reported by Nelson and Dunlosky
(1994). Given recent increases in the amount and kinds of research using paired associates, however, researchers would now
benefit from an expanded set of normative measures for foreign language vocabulary words. We report data for 120 Lithuanian—English
word pairs collected from 236 undergraduates. Participants completed three study-test trials and were asked to make metacognitive
judgments for each item. We report normative recall performance, recall latencies, and error types for each item across trials,
as well as the perceived difficulty of each item on the basis of metacognitive judgments. 相似文献
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