摘要:

Summary.Sentences taken from a particular first ‘reader’ in a well‐known school reading scheme, together with variants of these sentences, were read by a sample of 5‐year‐old children whose reading skills enabled them to attempt the task. Twenty‐four children, 12 of each sex, were selected from each of two very different schools using the reading scheme. The results of planned comparisons between error scores in different forms of the sentences, together with analysis of types of error showed a strong tendency to revert to familiar sentences in the face of novel versions. There were also signs of early steps in perceiving the letter/word coding of written language. Knowledge of spoken language and of the elements of a phonic approach seemed of little relevance at this very early stage of reading. Reading strategies suggested by this study have already been reported with limited samples of children and learning contexts, and this study tends to show their relative independence of both materials and methods of teaching. Implications for an understanding of early reading and for approaches to instruction ar

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02336.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.The performance of 10 cross‐lateral children was compared with a control group of 10 uni‐lateral children on short‐term information processing tasks using three types of units—digits, letters and symbols. The tasks consisted of presenting different numbers of units of information simultaneously by tachistoscopic exposure. The cross‐lateral group took significantly longer to identify accurately the information presented: their performance significantly deteriorated as the information load was increased from three to five units. The cross‐lateral group was also significantly inferior to the matched control group on reading age. It is contended that the reading retardation associated with cross‐laterality (which is indicative of ill‐established cerebral dominance) is a specific manifestation of a general limitation in any kind of informa

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02337.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.36 9‐year‐old children were given a test of image persistence in visual sensory (iconic) memory, and the Neale Analysis of Reading Ability. In the iconic memory test the subjects viewed a white disc in a tachistoscope and were required to state whether or not the disc disappeared for a short interval which ranged from 10 ms to 800 ms. The shortest disappearance perceived was taken as a measure of icon persistence. The reading test gave scores for fluency, accuracy and comprehension. All three measures of reading performance were found to be significantly related to icon persistence. Short and long image persistence resulted in a reading age on the accuracy score that was on average 1.75 years below that for moderate persiste

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02338.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.Almost every child aged 15–16 1/2 years being educated in schools for the deaf and partially hearing in England and Wales, was given Brimer's Wide‐Span Reading Test which assesses prose comprehension. After excluding certain categories of children, results were available for 355 children. With degree of hearing loss as the main independent variable, results are presented in terms of mean and median reading age, and in reading age percentile form. Reading is significantly affected by degree of deafness and by non‐verbal intelligence. Though the presented reading ages are with reference to hearing norms, other criteria for assessing the reading performance of deaf children are disc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02339.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.This study was designed to replicate and extend Roberts' efforts at classifying computational errors. 198 third‐ and sixth‐grade pupils were administered an 84‐item arithmetic computation test. Those items identified as having incorrect responses were analysed to infer probable student approaches or misconceptions leading to those responses. According to their commonalities, these inferences were clustered to form error types. This procedure resulted in the identification of eight types of errors, two of which corresponded to error types described by Roberts. These were basic fact, grouping, inappropriate inversion, incorrect operation, defective algorithm, incomplete algorithm, identity and zero errors. Finally, examining the distribution of errors according to these eight types led to several tentative generalisa

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02340.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.The aim of the study was to assess the effects of a previous play experience on a test of concept formation involving base four arithmetic. Twenty‐four children from 10 to 12 years of age were divided into three groups of eight subjects each, matched on teachers' ratings of mathematical ability. A concept formation task was given as an initial measure of ability. Members of group one were permitted total autonomy as to which buttons they pressed on a specially designed toy whose operation embodied base four rules; members of group two were yoked to members of group one so that they observed the same sequence of information; members of group three had no experience with the toy. Each subject was then administered a further concept formation task which involved the same rules existing in the ‘toy.’ The results showed that group one gained a greater insight into the task and remembered the information more effectively in the short‐term. Suggestions for further research a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02341.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.The reading and mathematics performance of five groups of primary school age children (four of which were receiving special education in various forms) were compared longitudinally using a nationally representative sample. The various educational provisions were evaluated taking into account the earlier placement and performance of the children. There was little difference in the reading progress of ESN(M) children in ordinary and special schools although the latter made more progress in mathematics. The results also suggested that children receiving some help within normal schools made most progress.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02342.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.In a study of play activities, 60 middle‐class children, ages 2.8–5.8 were tested on six object substitution tasks. Of these, three dealt with puzzle games and three with pretence games. On both sets of tasks the substitute objects ranged from suitable to highly unsuitable ones. The results indicated that object substitution on the pretence games was more extensive than the substitution of parts on the puzzle games. The selections on both games, however, were rule‐governed and orderly in terms of the sequence and type of object selection, beginning with the most suitable ones and declining when only unsuitable ones were avai

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02343.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.A sample of 741 students worked through a self‐instructional chemistry programme after completing tests of extraversion, neuroticism, verbal intelligence, non‐verbal intelligence and background knowledge in chemistry. The existence of significant interactions involving extra‐version and neuroticism with the measures of chronological age, intelligence and background knowledge in determining post‐test performance was then investigated. The results showed that none of the interactions involving neuroticism was significant, and indicated that the significant interaction involving extraversion and chronological age was not due to the parallel effects of verbal intelligence, non‐verbal intelligence or background

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02344.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.Correlations between extraversion and ability typically change from positive to negative at about 13–14 years. A method for analysing this change is developed and applied to Rushton's (1969) data from his longitudinal study of 266 children of above‐average intelligence, whom he tested at 10–11 years and again at 15–16 years of age. Correlations between extraversion and relative decrease in English and in mathematics are found and attributed to an association between introversion and study. A correlation between intelligence and relative decrease in extraversion is found and attributed to a persistent earlinessversuslateness of development. An appendix indicates a statistical proof and provides convenient f

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02345.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY