ORCID Profile
0000-0003-3211-5788
Current Organisations
The University of Auckland
,
Massey University - Auckland Campus
,
University of Minnesota
,
The University of Waikato School of Education
,
University of Sydney
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Publisher: Informa UK Limited
Date: 2006
Publisher: Wiley
Date: 29-11-2020
DOI: 10.1002/DYS.1636
Abstract: The purpose of the present study was to survey trainee teachers to find out if there was a relationship between phonological and phonics content knowledge, perceived proficiency in this knowledge, and feelings of self-efficacy as teachers. Participants were 51 undergraduate international teacher trainees from Malaysia studying in a 4-year university program to teach English as another language. They completed a phonological and phonics knowledge survey as well as a short questionnaire relating to self-efficacy for teaching. The survey results showed, similar to previous studies of the linguistic knowledge of teachers and teacher trainees, difficulties with phonological and phonics knowledge. Students who thought they were proficient in phonological and phonics knowledge were higher in phonological knowledge but not in phonics scores than were students who thought they were less proficient. The results for teaching self-efficacy showed that students with higher phonological knowledge had higher levels of external teaching self-efficacy in that they tended to disagree that factors outside their control made it difficult for some pupils to succeed. This suggests that higher levels of phonological knowledge gives prospective teachers more self-belief in their ability to help all their pupils.
Publisher: Victoria University of Wellington Library
Date: 07-2008
DOI: 10.26686/NZAROE.V0I18.1552
Abstract: One of the biggest challenges in this country is to raise Māori achievement in literacy. Māori are the first nation, and it seems unjust that their literacy levels are not on a par with those of Pakeha despite massive efforts to close this gap. In this review it will be argued that Māori children in New Zealand fail to receive a "fair deal" (equity) in learning to read for a number of reasons, but primarily because our schools employ the wrong method of teaching reading. They do not receive a fair deal in other curriculum areas as well, possibly because the same philosophical assumptions about learning that drive our present teaching of reading are also prominent in other subject areas such as science and mathematics (see Matthews, 1995). However, this review will restrict its attention to reading.
Publisher: Informa UK Limited
Date: 03-07-2017
Publisher: Frontiers Media SA
Date: 13-11-2014
Publisher: Informa UK Limited
Date: 03-07-2017
Publisher: Informa UK Limited
Date: 03-07-2019
Publisher: Cambridge University Press
Date: 04-10-2012
Publisher: American Psychological Association (APA)
Date: 12-1991
Publisher: Wiley
Date: 26-12-2023
DOI: 10.1002/RRQ.490
Abstract: Arguably, the classroom teacher is an important factor, if not the most important factor, in helping students with dyslexia to read and write well, yet there is little known about whether teachers perceive that they have the knowledge and confidence to teach these students. The present study was a national online survey of schools in Aotearoa New Zealand to explore this issue through the eyes of teachers. The s le consisted of 594 school leaders and teaching staff (elementary and secondary). The design of the study and analysis of data was descriptive, combining numbers with teacher comments. They provide initial data on dyslexia in schools. On the one hand, the data indicated that teachers and leaders were generally very positive about teaching students with dyslexia, for ex le, many rated their classrooms as “dyslexia friendly”. Teachers rated themselves as confident to help students with dyslexia and make a difference. On the other hand, the data indicated that teachers and leaders were not satisfied with the level of training and resources available to them. Some said they were working in the dark, and largely left to their own devices. Another less positive result was that many schools did not screen for dyslexia, or have a dyslexia policy, or share information with parents. Taken together, these findings at the teacher and school level have important practical implications. Teachers and school leaders want to help. We identify teacher training as a necessary mechanism for improving outcomes for students with dyslexia.
Publisher: Informa UK Limited
Date: 03-07-2017
Publisher: Informa UK Limited
Date: 2006
Publisher: Cambridge University Press
Date: 04-10-2012
Publisher: Informa UK Limited
Date: 30-09-2018
Publisher: SAGE Publications
Date: 12-2016
DOI: 10.1080/10862967909547340
Abstract: The basic question asked by this study was, “Do mistakes made while reading interfere with comprehension?” A secondary aim was to clarify the competing views of Gough (1972) who argues that the unskilled reader would not make hypotheses about what words in the text should be, and Goodman (1976a), who argues that the generation of tentative hypotheses about meaning is an inevitable part of the reading process. Three experiments were conducted. The first two were simulations in which skilled readers, about 9 years of age, read stories which varied according to embedded error type, difficulty, error rate, text access, and set strength. The third experiment was a naturalistic comparison study, using unskilled readers. Overall, the results offered support for both Gough and Goodman, depending on the kind of comprehension tested and the criterion for acceptability of responses. It seems that accuracy is necessary for atomistic precision less so for global interpretation.
Publisher: Informa UK Limited
Date: 03-05-2020
Publisher: Springer Science and Business Media LLC
Date: 06-1994
DOI: 10.1007/BF01544111
Publisher: Wiley
Date: 11-2011
DOI: 10.1598/RT.64.3.2
Publisher: American Psychological Association (APA)
Date: 09-1994
Publisher: Cambridge University Press
Date: 04-10-2012
Abstract: Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices. The book covers important topics such as assessment, multiliteracies, reading difficulties and erse classrooms. Each chapter includes learning objectives, reflective questions and definitions of key terms to engage and assist readers. Written by an expert author team and featuring real-world ex les from literacy teachers and learners, the book will help pre-service teachers feel confident teaching literacy to erse age groups and abilities.
Publisher: Informa UK Limited
Date: 03-07-2017
Publisher: PeerJ
Date: 24-05-2018
Publisher: American Psychological Association (APA)
Date: 2003
DOI: 10.1037/0894-4105.17.3.362
Abstract: Lexical access and phonological decoding were tested in 100 normal adult readers and 21 adult dyslexic in iduals. Within the dyslexic s le, 11 dysphonetic dyslexic and 10 dyseidetic dyslexic participants were classified on the basis of spelling patterns. In the 1st experiment, adult dyseidetic readers showed a marked deficit on the lexical-access decision task in comparison with adult dysphonetic readers. In the 2nd experiment, the phonological-decoding decision task did not separate the subtypes. A lexical-access deficit in adult dyseidetic dyslexia cannot be explained in terms of a developmental delay. A phonological-decoding deficit in adult dyseidetic dyslexia may be explained by increased involvement of the lexical procedure in phonological assembly under an analogy strategy.
Publisher: Informa UK Limited
Date: 1989
Publisher: Informa UK Limited
Date: 16-05-2022
Publisher: Informa UK Limited
Date: 1991
Publisher: Springer Science and Business Media LLC
Date: 11-04-2020
Publisher: Routledge
Date: 21-04-2005
Publisher: Routledge
Publisher: JSTOR
Date: 1984
DOI: 10.2307/747915
Publisher: Informa UK Limited
Date: 1992
Publisher: SAGE Publications
Date: 06-2016
DOI: 10.1080/10862968109547400
Abstract: Young readers often seem to overlook explicitly stated causal statements In narrative texts and instead give their own versions of why a text event occurred. Some researchers would agree with Smith (1979) that children do this because they read for meaning rather than word-by-word. This is an “inside-out” (or, “schema-based”) view of text comprehension. Other researchers, however, agree with Thorndike (1917) that “errors” occur because “the mind is assailed by every word in the paragraph.” This is an “outside-in” (or, “text-based”) view of the comprehension process. The purpose of this study was to find out the relative influence of text data and prior knowledge on the kinds of inferences which children make when answering questions about stories. In Experiment 1, text structure was altered by embedding either predictable or unpredictable reasons for events in the text, and also by varying the position and distance of these reasons from the text event being asked about. Some of these stories were familiar others less so. Text accessibility was also varied. In all, the design was a 2 4 × 3 factorial, using repeated measures. In Experiment 2, a causal “preference” factor was added, to take account of the fact that children seemed predisposed toward certain kinds of inferences, whether they are predictable or not. The results provide support for the notion that text data and background knowledge compete for priority in question-answering. They suggest that children may benefit from instruction which helps them to arbitrate between plausible, yet competing explanations for important text events.
Publisher: JSTOR
Date: 1978
DOI: 10.2307/747477
Publisher: SAGE Publications Ltd
Date: 2014
Publisher: Routledge
Date: 29-11-2010
Publisher: SAGE Publications Ltd
Date: 2005
Publisher: Springer Science and Business Media LLC
Date: 26-01-2007
Publisher: Informa UK Limited
Date: 1986
Publisher: American Psychological Association (APA)
Date: 06-1997
Publisher: Frontiers Media SA
Date: 05-05-2015
No related grants have been discovered for tom nicholson.