Effect of a Transformational Imagery Strategy on Poor and Good Comprehenders' Recall of Concrete Prose
Author | : Ellen Earnshaw Peters |
Publisher | : |
Total Pages | : 304 |
Release | : 1983 |
Genre | : Imagery (Psychology) |
ISBN | : |
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Author | : Ellen Earnshaw Peters |
Publisher | : |
Total Pages | : 304 |
Release | : 1983 |
Genre | : Imagery (Psychology) |
ISBN | : |
Author | : Catherine Snow |
Publisher | : Rand Corporation |
Total Pages | : 183 |
Release | : 2002-04-18 |
Genre | : Education |
ISBN | : 0833032275 |
In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Author | : Gary Woolley |
Publisher | : Springer Science & Business Media |
Total Pages | : 267 |
Release | : 2011-05-21 |
Genre | : Education |
ISBN | : 9400711743 |
Reading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties and dyslexia. From leading literacy research, the book develops a deeper understanding of thinking processes that facilitate comprehension at the word, discourse, and metacognitive levels. Children will benefit from the introduction of evidence-based methods for teaching reading comprehension using structured multiple-strategy frameworks.
Author | : Linda M. Phillips |
Publisher | : Springer Science & Business Media |
Total Pages | : 112 |
Release | : 2010-09-02 |
Genre | : Science |
ISBN | : 9048188164 |
Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any “ownership” of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of “x, y, z” in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where “p, v, t” are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that “extraction of an education from a scheme of instruction” which Jerome Bruner thought so highly desirable.
Author | : Milton J. Dehn |
Publisher | : John Wiley & Sons |
Total Pages | : 406 |
Release | : 2011-01-04 |
Genre | : Psychology |
ISBN | : 1118045165 |
Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.
Author | : Harry Joel Tily |
Publisher | : Stanford University |
Total Pages | : 205 |
Release | : 2010 |
Genre | : |
ISBN | : |
All normal humans have the same basic cognitive capacity for language. Nevertheless, the world's languages differ in the kind and number of grammatical options they give their speakers to express themselves with. Sometimes, a language's grammatical constructions may differ in how easy they are for comprehenders to process or how readily speakers will choose them. It has been observed that languages which allow more difficult constructions also tend to allow easier ones, and when a language only allows one option, it tends to allow the easiest to process. This correlation is intuitive: languages tend to give their speakers options that they find easy to use. However, the causal process that underlies it is not well understood. How did the world's languages come to have this convenient property? In this dissertation, I discuss a family of evolutionary models of language change in which processing-efficient variants tend to be selected more frequently, and hence over time have the potential to displace less efficient variants, pushing them out of the language. I begin by showing that a psycholinguistic theory, dependency length minimization, accounts for word ordering preferences in data taken from Old and Middle English just as it does in Present Day English. I then discuss computer simulations of a model of language change which implements this bias, predicting observed word order changes in English. Finally, I present experimental studies of online comprehension in Japanese which not only display evidence for the dependency length bias, but also suggest that comprehenders encode it as part of their knowledge about language, using it to help understand the sentences they receive from their peers.