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The findings in this study that self reported acceptance of self and others and interpersonal skills increased following the Workshop must themselves be regarded within the limitations of a small sample, an analysis of only one leader's group participants, measurements by ratings, and a quasi experimental design. Nevertheless, human relations training appears to be a valuable component to program more systematically into teacher education. Work in developing specific training goals and procedures relevant to personal growth as related to competence in the classroom is the next step. The fact that such a short training program could affect the way student teachers feel about themselves should encourage further research and experimentation.
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This article describes a theoretical model of reading disability that integrates a wide range of research findings in cognitive psychology, reading, and education across the age and grade span. The model shows how reading disability relates to normal reading acquisition, and includes four possible patterns of reading disability: nonalphabetic readers, compensatory readers, nonautomatic readers, and readers delayed in the acquisition of word-recognition skills. We compare our model to the models of other investigators and argue that our model is especially useful to practitioners. Finally, we discuss some of the educational implications of the model.
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Many special education students have the knowledge but are unable or unprepared to demonstrate that knowledge while taking a test. © 1988, SAGE Publications. All rights reserved.
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This paper describes an approach to cognitive assessment that involves a synthesis of the traditional psychometric approach and the more recent information-processing approaches. In this combined approach, psychometric tests arc supplemented by tasks adapted from information-processing research. The paper focuses on the use of the approach with disabled readers, although the approach may be generalized to many different populations. The Test of Syllable and Phoneme Counting, a measure of awareness of the sound structure of speech, is described, as an example of an information-processing task that would be useful with younger disabled readers. Guidelines for using information-processing measures are also discussed. © 1986 by The Haworth Press, Inc. All rights reserved.
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Autorías: Louise Spear-Swerling, Robert J. Sternberg. Año de publicación: 1996. Libro en Dialnet.
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