摘要:

Summary.A collaboration between teachers and parents was organised so that every child in two randomly chosen top infant classes at two schools (one class at each school), randomly allocated from six multiracial inner‐city schools, was regularly heard reading at home from books sent by the class teacher. The intervention was continued for two years, i.e., until the end of the first year in the junior school. Comparison was made with the parallel classes at the same schools, and with randomly chosen classes at two schools, again randomly allocated, where children were given extra reading tuition in school. This report presents cross‐sectional analyses which show a highly significant improvement by children who received extra practice at home in comparison with control groups, but no comparable improvement by children who received extra help at school. The gains were made consistently by children of all ability lev

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02498.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.This study investigates whether good and poor readers use different strategies when making use of the linguistic context, and in particular whether good readers make better use of the succeeding context by using a better strategy or whether they do so simply because of their superior knowledge. A cloze test was specially constructed to control for the readers' knowledge and, after successive refinements, was administered to 121 7‐ and 8‐year‐old children in their first year at junior school. The children were better at using the preceding context than the succeeding context (P<0.001), and the better the reader the better was his use of the succeeding context (P<0.01). As the knowledge of the readers had been controlled this must have been a consequence of some difference in the strategies used by the better and poorer readers. It was not, however, because the good readers made better use of an overt self‐corrective strategy, as self‐corrections were not found to be related to reading ability. No conclusion could therefore be drawn as to whether the good readers used a more efficient strategy, or whether they used the same strategy more skilfully. It was also argued that, as poor readers are lessableto use the context, it might well be a mistake to conclude that they arereluctantto do so when there is graphic information available simply on the evidence that they make less

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02499.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.A number of empirical investigations have been concerned with comparisons of success in retrieval of information received by subjects from written and aural sources. None of these studies has related to normal developing young readers. The exercise described in this paper did involve such young readers, and their recall performances were compared across the three language reception modes of listening, oral reading and silent reading.Ninety‐six randomly selected children aged 7 to 9 years were tested for their recall after hearing, orally reading and silently reading comparable 200‐word stories. Three‐choice questions were used to elicit the recall responses, and the exercise followed a repeated‐measures Graeco‐Latin square design replicated for sex and age.A significant language mode difference was found resulting from a highly significant sex‐mode interaction. The interaction reflected the very poor recall performance of boys after silent reading compared with their recall after listening and after oral reading. Girls showed comparable recall performance across all three lan

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02500.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.The four purposes of this paper were: (a) to provide further evaluative data on the Corrective Reading programme; (b) to carry out action‐research with the aim of organisational change in the host secondary school; (c) to demonstrate within‐school evaluation; and (d) to experiment with an alternative role to that of casework for an educational psychologist.Some of the Direct Instruction and the Corrective Reading programme literature was reviewed. A model of evaluation incorporating a planned‐change model of innovation provides the framework of the paper. The Corrective Reading programme was used with an experimental group of first‐year secondary‐aged children (N = 11) with reading problems, and compared with the school's own remedial provision with a comparison group of similar children (N = 8). In 5 months of teaching the experimental group, on average, gained 1.8 years in reading whilst the comparison group gained 0.2 years. The experimental group also maintained good school behaviour and improved attendance, more so than the comparison group.This paper exemplifies the co‐operation between psychologist and school in evaluating current and proposed new practice. Such a role for a psychologist is likely to generate more organisational definitions and solutions of school problems than is usual

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02501.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.Patterns among the nine temperament variables from the New York Longitudinal Study (NYLS) were studied by means of factor analyses of data from a demographically representative sample of 160 children at 6 months, 1 and 2 years of age. While no firm, interpretable factor structure was obtained at 6 months, analyses identified two factors which were identical at 1 and 2 years: one factor included Mood, Approach, Adaptability and Distractibility, and the other factor included Activity, Approach and Intensity. The factors were similar but not identical to the NYLS Easy‐Difficult Child and the Slow‐to‐Warm‐Up Child patterns. Furthermore, the current results corroborated the findings of several other factor analytic studies, which in total suggests two temperament patterns to be generally relevant during early childhood: one pattern consisting of Mood, Approach and Adaptability, and the other of Activity and In

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02502.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.This paper represents an extension of a previous report (Murphy, 1978) of investigations into the reliability of marking of GCE examinations. Results are presented relating to mark‐re‐mark investigations in 20 different examination subjects carried out over a period of four years. In each case a sample of examination scripts had been re‐marked by a senior GCE examiner a short time after the normal GCE marking procedures had been completed. The results are analysed in terms of correlations between the original marks and the re‐marks. In the discussion of these results contrasts are drawn between the levels of marking reliability reported both for different examination subjects and for the different types of examination papers used within the various examinations. Finally the findings are discussed in terms of their implications for users of GCE examination

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02503.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.The importance of including the development of clinical problem‐solving skills as an aim of undergraduate medical education is increasingly stressed. However, in order to facilitate such skills, they must themselves be known. The model of hypothesis generation and testing provides only a generalised description. The present study identifies 14 separate cognitive components of the diagnostic thinking process. No statistically significant differences are found between groups of final year clinical medical students, house officers and post‐MRCP registrars in incidence of these, although it is indicated that the relative use of such thinking processes by individuals or from case to case might differ. Such individual differences might derive from varying degrees of clinical experience. The range of diagnostic thinking processes, however, is characteristic of all mature adult cognition. Medical education, therefore, need not teach these processes as such. In addition, it cannot be prescriptive but must facilitate in the student self‐awareness and self‐monitoring skills for the entire range of potential thinking processes, some subset of which might be employed at any o

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02504.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.This study describes research leading to the development and implementation of SEEQ (Students'Evaluations ofEducationalQuality). SEEQ is an instrument and programme for collecting students' evaluations of college/university teaching. The paper indicates that SEEQ measures nine distinct components of teaching effectiveness that have been identified in both student ratings and faculty self evaluations of their own teaching. Reliability is good when based upon 10 to 15 or more student response; The ratings have successfully been validated against the retrospective ratings of former students, student learning as measured by objective examination, affective course consequences, and staff self evaluations of their own teaching effectiveness. Suspected sources of bias to the ratings have been shown to have little impact. Feedback from student ratings, particularly when coupled with a candid discussion with an external consultant, produced improvement in both subsequent ratings and student learning.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02505.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.Reading retarded children aged 8 to 12, whom previous research had shown to be deficient in their knowledge of pronominal reference rules, received oral presentations of sentences containing three kinds of adjective complements. In some the sentence subject was the logical subject of the dependent verb (S‐type: Mickey is happy to bite). In others the sentence subject was the logical object of the dependent verb (O‐type: Donald is easy to bite). There were also ambiguous sentences, interpretable as either S‐ or O‐ types (A‐type: Mickey is bad to bite). All age levels demonstrated knowledge of the S and O rules, and could apply either rule to the ambiguous sets. The difference in mean performance of retarded and normal readers was not significant, though there were fewer errorless performers among the retarded. The differences in knowledge of pronominal reference and adjective complements rules are explained in terms of the absence from the latter of surface structure cues reinforcing an initial incor

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02506.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.To assess the role of self‐determined performance standards (stringentversuslenient) and locus of control (LOC) beliefs (selfversusexternal) on children's self‐regulation of academic behaviour, measures of arithmetic and verbal persistence and accuracy were obtained from 32 children of average IQ (mean age = 9.84 years). An orthogonal 2 × 2 (performance standards × LOC) MANOVA revealed a significant interaction. Subsequent univariate ANOVAs showed that this result pertained only to the two verbal measures: when children had an internal LOC, it was immaterial whether they self‐determined stringent or lenient performance standards. However, stringent standards were more important for children with an external orientation. These results point to the possibility that the effects of self‐regulation are task specific, and indicate the importance of viewing effective academic performance as a function of both motivation

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02507.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY