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Intertwined Strands: Phonemic Awareness & Phonics 相互交织音位认知和语音学
Q4 Social Sciences Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957a
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引用次数: 0
Irony Comprehension in Autistic Children 自闭症儿童的反讽理解能力
Q4 Social Sciences Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957
Donald D. Hammill, Pinki Boura, Carol Westby
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引用次数: 0
Making Observations and Inferences From Nontraditional Texts 从非传统文本中进行观察和推理
Q4 Social Sciences Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957c
C. Westby
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引用次数: 0
Understanding the Reading Wars 了解阅读战争
Q4 Social Sciences Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957b
C. Westby
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引用次数: 0
Edpuzzle and Core Knowledge Sequence 拼图和核心知识序列
Q4 Social Sciences Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614c
C. Westby
Results of the 2022 National Assessment of Educational Progress (NAEP) reading testing indicated that 67% of fourth graders were not proficient readers and 37% were reading below basic reading levels. Owing to the lack of growth in reading skills for a number of years, increasing attention is being given to what is termed the science of reading (SOR), an interdisciplinary body of scientifically based research about reading. Although much of the SOR attention has been on word recognition (decoding and encoding) strategies, SOR approaches to teaching reading incorporate research on both word recognition/phonological component of reading and the language comprehension component of reading. The language comprehension element includes explicit teaching of vocabulary, syntax, semantics, pragmatics, inferring AND retrieving and building background knowledge. In recent years, the structure of the school curriculum has given greater time and attention to explicit teaching of the decoding and language structure aspects of reading, but as a result, less attention is being given to learning content in science, social studies/history, geography, and literature. Decoding words and understanding words and sentence structures in passages is not sufficient for comprehending a passage. For example, consider this sentence: Jones sacrifices and knocked in a run. Many Americans would understand the sentence but many British people would not. Understanding this sentence requires considerable knowledge of baseball. Readers need to recognize that Jones was at bat. They need to be aware of the baseball inning system and the three-outs system. They also need to know the size and shape of the baseball field (necessary to the concept of a sacrifice fly or bunt) and knowledge of what a fly or a bunt is. Readers would also have to have a sense of the layout of the bases and what a run is. In his books, such as Cultural Literacy (1987) and Why Knowledge Matters (2016), E. D. Hirsch claimed that a well-rounded, knowledge-specific curriculum can give children the knowledge essential for overcoming inequality of opportunity. Hirsch (2006) makes several arguments regarding the necessity of attending to students’ knowledge base: • The model currently used to improve reading comprehension teaches comprehension strategies—for example, determining vocabulary meaning from context, identifying main idea, identifying genre structure, visualizing text content, summarizing, making predictions. But strategies provide minimal help in comprehending when students do not have a knowledge base on which to use the strategies. • A more scientifically accurate picture of reading comprehension puts background knowledge and vocabulary, along with fluent decoding ability, at the center of reading comprehension. • The knowledge that is most useful to reading comprehension can be identified. • If educators accept these premises, they are obliged to revise the early grades curriculum so that we can impar
2022年国家教育进步评估(NAEP)阅读测试的结果表明,67%的四年级学生不是熟练的读者,37%的学生阅读低于基本阅读水平。由于多年来阅读技能缺乏发展,人们越来越关注所谓的阅读科学(SOR),这是一个关于阅读的跨学科科学研究机构。尽管SOR的大部分注意力都集中在单词识别(解码和编码)策略上,但SOR的阅读教学方法包括对阅读的单词识别/语音成分和阅读的语言理解成分的研究。语言理解要素包括词汇、句法、语义、语用学的显性教学、推理和检索以及背景知识的构建。近年来,学校课程结构将更多的时间和注意力放在阅读的解码和语言结构方面的明确教学上,但因此,对科学、社会研究/历史、地理和文学的学习内容关注较少。解读单词、理解段落中的单词和句子结构对于理解一段话是不够的。例如,想想这句话:琼斯牺牲了,跑了进来。许多美国人会理解这个句子,但许多英国人不会。理解这句话需要相当多的棒球知识。读者需要认识到琼斯在击球。他们需要了解棒球局制和三出局制。他们还需要知道棒球场的大小和形状(对于牺牲苍蝇或短棍的概念来说是必要的),以及苍蝇或短笛是什么。读者还必须了解基地的布局和跑动是什么。在他的书中,如《文化素养》(1987)和《为什么知识很重要》(2016),特定知识课程可以为儿童提供克服机会不平等所必需的知识。Hirsch(2006)就关注学生知识库的必要性提出了几个论点:•目前用于提高阅读理解的模型教授理解策略,例如,从上下文中确定词汇含义,识别主要思想,识别体裁结构,可视化文本内容,总结,做出预测。但是,当学生没有使用策略的知识基础时,策略对理解的帮助微乎其微。•更科学准确的阅读理解将背景知识和词汇以及流利的解码能力置于阅读理解的中心。•可以确定对阅读理解最有用的知识。•如果教育工作者接受这些前提,他们就有义务修改低年级的课程,这样我们就可以在语言艺术课上和全天向所有学生传授知识,使他们能够以强有力的理解力阅读。•如果教育工作者确保学生接触科学、社会研究和文学内容,他们将帮助学生成为强有力的理解者。
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引用次数: 0
Narrative Inferential Abilities of Young Autistic Children 自闭症儿童的叙事推理能力
Q4 Social Sciences Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614b
C. Westby
Inferential narrative comprehension is essential for social interaction and reading comprehension (Cain et al., 2001; Kendeou et al., 2008; McIntyre et al., 2020; van Kleeck, 2008). Research indicates that autistic children exhibit inferential comprehension difficulties compared to their typically developing (TD) peers (Norbury & Bishop, 2002; Nuske & Bavin, 2011; Young et al., 2005). In a study by Norbury and Bishop (2002), 6to 10-year-old autistic children, children with developmental language disorder (DLD), children with pragmatic language impairment (PLI), and typically developing (TD) children responded to six questions (two factual and four inferential). The autistic children performed more poorly on the inferential questions than all other groups. Analysis showed that 70% of the children in the autism group demonstrated poor inferencing skills, compared to 25% in the DLD group. Although inferencing difficulties were observed across clinical groups, an autism diagnosis places children at additional risk. Nuske and Bavin (2011) matched children with autism spectrum disorder (ASD; ages 4;6 to 7;11) with TD children (ages 4;2 to 5;4). The children listened to six very short stories (5–7 sentences each), then answered literal and inferential questions. The autistic children showed specific difficulties answering questions that required script inferencing (requiring the ability to incorporate background script knowledge), as opposed to factual questions or propositional inferencing questions (i.e., based on logical relations). In this study, the researchers sought to further describe the inferential narrative comprehension skills of autistic children in their first year of schooling compared to TD peers matched for age and year of schooling. They investigated the impact of structural language ability (i.e., spoken language skills at word and sentence levels as measured on a standardized language test) on the inferential comprehension skills of two subgroups of autistic children and compared to TD children matched for age and year of schooling. The researchers used an ecologically validated task containing a problem-oriented story that is reflective of the school curriculum as opposed to short scripts that had been used in other studies. In addition, they not only considered the children’s performance on factual versus inferential comprehension questions but also specifically looked at causal inference type questions linked to the story characters’ internal response, adopting a fine-grained coding system for analyzing the children’s responses. Researchers asked two questions in this study:
推理叙事理解对于社会互动和阅读理解至关重要(Cain et al., 2001;Kendeou et al., 2008;McIntyre et al., 2020;van Kleeck, 2008)。研究表明,与正常发育的同龄人相比,自闭症儿童表现出推理理解困难(Norbury & Bishop, 2002;Nuske & Bavin, 2011;Young et al., 2005)。在Norbury和Bishop(2002)的一项研究中,6 - 10岁的自闭症儿童、发展性语言障碍儿童(DLD)、语用性语言障碍儿童(PLI)和典型发展型儿童(TD)回答了6个问题(2个事实性和4个推理性)。自闭症儿童在推理问题上的表现比其他所有组都差。分析表明,自闭症组中70%的儿童表现出较差的推理能力,而DLD组中这一比例为25%。虽然在临床小组中观察到推理困难,但自闭症诊断使儿童处于额外的风险中。Nuske和Bavin(2011)将自闭症谱系障碍(ASD;4岁;6至7岁;11岁)患有TD儿童(4岁;2至5岁;4岁)。孩子们听了六个非常短的故事(每个故事5-7个句子),然后回答字面和推理的问题。自闭症儿童在回答需要脚本推理(需要结合背景脚本知识的能力)的问题时表现出特别的困难,而不是事实问题或命题推理问题(即,基于逻辑关系)。在这项研究中,研究人员试图进一步描述自闭症儿童在入学第一年的推理叙事理解能力,并将其与同龄的TD儿童进行比较。他们调查了结构化语言能力(即在标准化语言测试中测量的单词和句子水平的口语技能)对两组自闭症儿童的推理理解能力的影响,并将其与年龄和上学年限相匹配的TD儿童进行了比较。研究人员使用了一个经过生态学验证的任务,其中包含一个反映学校课程的问题导向型故事,而不是其他研究中使用的短脚本。此外,他们不仅考虑了儿童在事实和推理理解问题上的表现,还专门研究了与故事人物内部反应相关的因果推理类型的问题,采用细粒度编码系统来分析儿童的反应。研究人员在这项研究中提出了两个问题:
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引用次数: 0
Cochlear Implants for Children with Developmental Delays 发育迟缓儿童的人工耳蜗植入
Q4 Social Sciences Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614e
C. Westby
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引用次数: 0
Teaching Past Tense Marking 过去时标记教学
Q4 Social Sciences Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614a
C. Westby
Test in Preschool-Aged Children. Assessment, 24(1), 115–126. https://doi.org/10.1177/1073191115601210 Piolino, P., Desgranges, B., Clarys, D., Guillery-Girard, B., Taconnat, L., & Isingrini, M. (2006). Autobiographical memory, autonoetic consciousness, and self-perspective in aging. Psychology and Aging, 21(3), 510–525. https://doi.org/10.1037/ 0882-7974.21.3.510 Robinson, S., Howlin, P., & Russell, A. (2017). Personality traits, autobiographical memory and knowledge of self and others: A comparative study in young people with autism spectrum disorder. Autism, 21(3), 357–367. https://doi.org/10.1177/1362361316645429 Williams, J. M. G., Barnhofer, T., Crane, C., Herman, D., Raes, F., Watkins, E., & Dalgleish, T. (2007). Autobiographical memory specificity and emotional disorder. Psychological Bulletin, 133, 122–148. https://doi.org/10.1037/0033-2909.133.1.122 Williams, J. M. G., & Broadbent, K. (1986). Autobiographical memory in suicide attempters. Journal of Abnormal Psychology, 95(2), 144–149. https://doi.org/10.1037/0021-843X.95.2.144
学龄前儿童测试。评估,24(1),115–126。https://doi.org/10.1177/1073191115601210Piolino,P.、Desgranges,B.、Clarys,D.、Guillery Girard,B.、Taconnat,L.和Isingrini,M.(2006)。自传记忆、自主意识和衰老中的自我视角。心理学与衰老,21(3),510–525。https://doi.org/10.1037/0882-7974.21.3.510 Robinson,S.、Howlin,P.和Russell,A.(2017)。人格特征、自传体记忆以及对自我和他人的了解:一项针对自闭症谱系障碍年轻人的比较研究。自闭症,21(3),357-367。https://doi.org/10.1177/1362361316645429Williams,J.M.G.、Barnhofer,T.、Crane,C.、Herman,D.、Raes,F.、Watkins,E.和Dalgleish,T.(2007)。自传记忆特异性和情绪障碍。《心理公报》,133122-148。https://doi.org/10.1037/0033-2909.133.1.122Williams,J.M.G.和Broadbent,K.(1986)。自杀未遂者的自传记忆。《变态心理学杂志》,95(2),144-149。https://doi.org/10.1037/0021-843X.95.2.144
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引用次数: 0
Assessing Autobiographical Memory 评估自传记忆
Q4 Social Sciences Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614
C. Westby
In the last several years, I have summarized a number of research articles on autobiographical memory (AM) and a reminiscing strategy to promote AM. AM is memory of personally relevant events in one’s own past. It entails our memories of the place of the experience (where did the event occur), the when of the experience in terms of both conventional time (e.g., day of the week) and time in one’s own life story (e.g., in what life period the event occurred), and the emotions associated with the experience. AM is composed of two different but related types of memory: semantic memory (SM) and episodic memory (EM). Semantic AM is memory for facts about one’s self; episodic AM is memory for past personally experienced events. Remembering the names of the national parks and their geographical features in the state of Utah involves SM. Remembering what happened on my hikes in two of those parks and my feelings associated with those events involves EM. Children and adults with nearly any type of communication impairment (e.g., developmental language disorder, autism, hearing loss/ deafness, attention-deficit/hyperactivity disorder), or those who have experienced significant traumas are highly likely to exhibit difficulties in AM. Deficits in AM result in difficulties in producing coherent stories about personal experiences, which in turn affects development of a sense of self and executive function skills, particularly the ability to plan for the future. Consequently, the AM abilities of students with communication impairments should be evaluated as part of a comprehensive language evaluation. There are two broad methods for assessing AM in behavioral and neuroimaging research: cuing methods to assess memory access and semistructured interviews to assess memory experience.
在过去的几年里,我总结了许多关于自传体记忆(AM)的研究文章,以及一种促进AM的回忆策略。AM是对自己过去个人相关事件的记忆。它包含了我们对经历的地点(事件发生在哪里)、经历的时间(如一周中的某一天)和自己生活故事中的时间(例如事件发生在哪个生命周期)的记忆,以及与经历相关的情绪。AM由两种不同但相关的记忆组成:语义记忆(SM)和情景记忆(EM)。语义AM是对自我事实的记忆;情节AM是对过去个人经历事件的记忆。记住犹他州国家公园的名称及其地理特征涉及SM。记住我在其中两个公园徒步旅行时发生的事情以及我对这些事件的感受涉及EM。患有几乎任何类型的沟通障碍(如发育性语言障碍、自闭症、听力损失/耳聋、注意力缺陷/多动障碍)的儿童和成人,或经历过严重创伤的儿童和成年人,都极有可能在AM方面表现出困难,这反过来又影响了自我意识和执行功能技能的发展,尤其是规划未来的能力。因此,有沟通障碍的学生的AM能力应作为综合语言评估的一部分进行评估。在行为和神经影像学研究中,评估AM有两种广泛的方法:评估记忆访问的提示方法和评估记忆体验的半结构访谈。
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引用次数: 0
Academic Conversations 学术对话
Q4 Social Sciences Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614d
C. Westby
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引用次数: 0
期刊
Word of Mouth
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