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71.
Clare Wood 《教育心理学》1999,19(3):277-286
ABSTRACT A review of current literature into children's use of orthographic analogies during reading results in an apparent contradiction: that normal readers’ ability to draw such analogies is not predicted by their prior phonological awareness (Muteret al., 1994), rather by their reading experience and proficiency (Bowey and Underwood, 1996), but that dyslexic children are less able to draw these analogies because of theirlack of phonological awareness (Hanleyet al., 1997). It is suggested that in the absence of extensive reading experience, a combination of analogous problem‐solving ability and phonological awareness may be necessary for the successful use of orthographic analogies during reading. To assess this possibility, 70 children of limited reading experience and ability were assessed on phonemic awareness, their ability to make visual analogies and use orthographic analogies when reading. Phonemic awareness was able to account for 14% of the variance in reading ability. Phonemic awareness also accounted for 40% of the variance in children's orthographic analogy scores, and the ability to make visual analogies accounted for another 5%. It was also found that the ability to make orthographic analogies does not account for variance in reading ability scores once phonemic awareness has been taken into account. 相似文献
72.
Kate Wood 《Health information and libraries journal》1999,16(4):234-242
This paper explores the role of The Library Association in providing and supporting opportunities for continuing professional development. Formal requirements for gaining qualifications are explained. The services and products of the Association designed specifically to meet the needs of those seeking formal professional development are outlined. Emphasis is placed on the opportunities offered to gain practical skills through active participation in professional activities. A brief conclusion points to the increasing emphasis on the need for continuing professional development at national level and within the profession. 相似文献
73.
Marilyn Flynn Wendy Smith June Wiley Gary Wood 《Journal of Teaching in Social Work》2013,33(4-5):339-356
In October 2010, the University of Southern California School of Social Work entered the online education environment with the launch of the first national web-based MSW program. After an initial enrollment of 80 students, in just 3 years this state-of-the-art MSW, offered in a technology-advanced synchronous and asynchronous format, has generated an enrollment of 2,000 students residing in 38 states. The development and rapid growth of the Virtual Academic Center has not been without significant challenges, the most substantial of which has been the creation of a national field education program. This paper describes the MSW courses taught in the online environment, and pedagogical hurdles faced in order to maintain the educational quality that is the hallmark of the School's campus-based MSW program. 相似文献
74.
Audrey B. Wood 《English in Education》2016,50(2):130-147
This article arises from a four week study of a class of 14‐15 year old students. The study explored students’ perception of themselves as writers and the effects of a variety of teaching and learning strategies on their creative writing responses. The aim of the project was to enhance the students’ creative writing, whilst ascertaining whether there were particular activities or types of writing that would lead to students perceiving more satisfactory outcomes in their writing. It answers the research question: What do I observe, and what do my students say, about the experience of different classroom based creative writing tasks? 相似文献
75.
Peter Wood 《Academic Questions》2015,28(4):495-501
76.
Cognitive deficits in reading disability and attention deficit disorder 总被引:12,自引:0,他引:12
This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects. 相似文献
77.
Searching online information resources using mobile devices is affected by small screens which can display only a fraction
of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user
feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach
we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing
all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance
feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ)
and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking
that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate
that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For
the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a
user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings
from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm,
coupled with the sampled display, is the most effective.
Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J.
Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.),
Springer 2005, ISBN 3-540-25295-9 相似文献
78.
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This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth. 相似文献