Your browser doesn't support javascript.
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 441
Filtrar
1.
Dyslexia ; 25(3): 296-317, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31282027

RESUMO

OBJECTIVE: This quasi-experimental study reported the results of a structured literacy intervention programme designed for secondary school students of Year 7 to Year 9 with dyslexia. Students of the intervention group (n = 116) participated in 40-week sessions of small-size, classroom-based, and split-group intervention setting with 45-min daily lesson on both Chinese and English language compared with students in the control group who received normal classroom instructions (n = 98). RESULTS: Students in the intervention group outperformed the control groups in self-regulated learning scales, which indicated that there was positive change in students' behavioural and cognitive outcomes in learning. Although students demonstrated gains in phonetic skills, posttest results in academic achievement did not exhibit significant improvement when compared with their control group peers. CONCLUSION: The findings provided some encouraging evidence of the effectiveness of intervention programme. Students that demonstrated gains in phonetic skills and improvement in behavioural and cognitive aspects required continuous intervention lessons to become a self-regulated learner, who would be self-motivated to improve methods of learning and adopt strategies for attaining academic goals. The study contributed to the literature by presenting one of the very first school-based, small-size, classroom-based, and split-group intervention programme for secondary school dyslexic students, which included teachers and students training on English and Chinese intervention content (phonological and literacy content), teaching curriculum integrated with school curriculum, and coteaching with school teachers in the mainstream classrooms, whereas most of the existing intervention programmes used pull-out approach involving the first language only.


Assuntos
Dislexia/terapia , Alfabetização/psicologia , Leitura , Ensino de Recuperação/métodos , Estudantes/psicologia , Logro , Adolescente , Currículo , Dislexia/psicologia , Feminino , Hong Kong , Humanos , Linguagem , Aprendizagem , Masculino , Fonética , Avaliação de Programas e Projetos de Saúde , Instituições Acadêmicas , Inquéritos e Questionários
2.
Dyslexia ; 25(3): 318-331, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31124262

RESUMO

Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties.


Assuntos
Dislexia/reabilitação , Leitura , Ensino de Recuperação/métodos , Telerreabilitação/métodos , Criança , Dislexia/psicologia , Feminino , Humanos , Masculino , Tempo de Reação , Resultado do Tratamento
3.
Dyslexia ; 25(3): 227-245, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31020760

RESUMO

Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1-year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189 hr of instruction over 3 months. These students' performances were compared with two comparison groups, including poor readers who received small group supports and good readers who did not have additional reading instruction. The intensive group showed an improvement in word recognition and decoding fluency immediately after the program and 1 year later, and there was a decrease in significant reading impairments from 62% before intervention to 35% at follow-up. Furthermore, baseline reading, spelling, phonological awareness, and rapid naming skills were predictive of persistent reading deficits at a later time point. Although improvements in reading skills were shown, a significant gap between poor and good readers persisted in the third and fourth grades. This study illustrates the importance of a tertiary intensive reading program, but also the need for continuing supports.


Assuntos
Dislexia/terapia , Leitura , Ensino de Recuperação/métodos , Estudantes/psicologia , Conscientização , Criança , Feminino , Humanos , Linguística , Estudos Longitudinais , Masculino
4.
Gac. méd. espirit ; Vol. 21(1)Ene-Abr 2019. Tablas
Artigo em Espanhol | LILACS | ID: biblio-998509

RESUMO

Fundamento: El desarrollo de la independencia cognoscitiva en los estudiantes de la carrera de Medicina puede contribuir a la formación de un profesional más independiente y capaz de enfrentar situaciones en su contexto de actuación, en estrecha relación con el perfil del profesional.Objetivo: Diagnosticar las insuficiencias en el desarrollo de la independencia cognoscitiva de los estudiantes de la carrera de Medicina en la Universidad de Ciencias Médicas de Sancti Spíritus.Metodología: Se realizó un estudio descriptivo transversal en la Universidad de Ciencias Médicas de Sancti Spíritus, se tomó como población a los profesores que imparten la asignatura Anatomía Patológica y a 38 estudiantes de 2.do año de la carrera de Medicina del curso 2015-2016. Se emplearon métodos del nivel teórico, empírico y estadístico con procedimientos matemáticos, para medir la variable actuación de estudiantes y profesores se utilizó la escala de Siempre, Algunas Veces y Nunca para estudiantes y de nada, poco, En Alguna Medida, Bastante y Mucho para los profesores(AU)


Assuntos
Humanos , Estudantes de Medicina , Desempenho Acadêmico , Ensino de Recuperação/métodos , Aprendizagem Baseada em Problemas/métodos
5.
Sch Psychol ; 34(2): 201-211, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30284890

RESUMO

In the present study, we sought to examine response trajectories to brief (11-week) school-based homework interventions and factors that may help schools predict responses. Participants included 222 middle-school students (72% boys; Mage = 12.00 years, SD = 1.02) who had been diagnosed with attention-deficit/hyperactivity disorder (ADHD) and had received either a contingency-management or skills-based intervention for homework problems. Both interventions included 16 20-min student meetings with a school counselor and two parent meetings. Trajectories of response for ratings of homework problems and assignment completion were examined from baseline to a 6-month follow-up using growth-mixture models. Baseline variables routinely measured in school settings, including grade-point average (GPA), math and reading achievement, and externalizing and internalizing symptoms, were examined as predictors of treatment-response trajectories. The majority of students (68-81%) showed positive treatment response across outcomes. However, trajectories of students who did not respond to intervention were identified for each outcome. Baseline GPA significantly predicted trajectories for all outcomes and achievement scores significantly predicted trajectories of teacher-reported homework performance and parent-reported homework problems, such that youth with relatively higher baseline GPAs and achievement were most likely to respond. In contrast, neither externalizing nor internalizing symptoms were significant predictors of response trajectories. Schools can use GPA and academic-achievement data to determine whether brief school-based interventions for homework problems are likely to succeed. Students with ADHD who display severe academic impairment (i.e., GPA lower than 2.0 at baseline) may benefit from a more long-term, intensive intervention. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Assuntos
Sucesso Acadêmico , Transtorno do Deficit de Atenção com Hiperatividade/reabilitação , Aconselhamento/métodos , Ensino de Recuperação/métodos , Instituições Acadêmicas , Adolescente , Criança , Feminino , Humanos , Masculino
6.
Am J Pharm Educ ; 82(9): 6762, 2018 11.
Artigo em Inglês | MEDLINE | ID: mdl-30559502

RESUMO

Objective. To describe a successful remediation for an Acute Care Medicine advanced pharmacy practice experience (APPE) in a student with multiple learning deficits. Methods. A literature review of pharmacy and medical experiential remediation was conducted to identify best practices to implement prior to designing the remediation for our student case. Based on this search and experience as preceptors, a three-phase remediation was designed: one week for assessment, two weeks for development of learning skills and strategies and six weeks for an on-campus APPE. Success of the remediation was determined by student performance, as defined by the APPE preceptor, in all relevant 2013 Center for the Advancement of Pharmacy Education (CAPE) educational outcomes. Results. Baseline assessment indicated that the student was below minimal competency in six of 13 relevant 2013 CAPE educational outcomes. Upon completion of the three-part remediation, the student repeated the Acute Care Medicine APPE, achieving better than minimal competency in all 13 outcomes. The student demonstrated significant improvement in nine of 13 CAPE educational outcomes. Conclusion. This student case provides a novel and successful blueprint for remediation of APPE. However, more evidence-based literature is needed to guide educators in experiential remediation.


Assuntos
Ensino de Recuperação/métodos , Ensino de Recuperação/normas , Educação em Farmácia/métodos , Avaliação Educacional/métodos , Humanos , Aprendizagem , Preceptoria/métodos , Aprendizagem Baseada em Problemas , Estudantes de Farmácia
7.
Am J Pharm Educ ; 82(6): 6297, 2018 08.
Artigo em Inglês | MEDLINE | ID: mdl-30181668

RESUMO

Objective. To assess the effectiveness of a post-examination, one-on-one instructor remediation process on student performance in a pharmacy biochemistry course by measuring the degree of score improvement on a subsequent examination. Methods. Students who scored below 70% on any examination were encouraged to meet with the course coordinator. A typical remediation session lasts about 30 minutes, and covers academic preparation, study habits, concept understanding, application, critical thinking, time management, and stress control. Scores in two consecutive examinations were compared between students who underwent remediation and those who did not. All scores were adjusted for level of difficulty. Results. At-risk students with relatively lower scores are more likely to seek remediation. After receiving a score below 70%, students perform better on the next examination regardless of remediation. However, the remediation process results in a statistically significant 43% increase in the degree of improvement in student performance on the next examination. Conclusion. A post-examination, one-on-one remediation is effective in enhancing student performance in the biochemistry course. As this course is one of the two with the highest failure rates in the PharmD program, current intervention might improve student retention.


Assuntos
Bioquímica/educação , Educação em Farmácia/métodos , Avaliação Educacional/métodos , Desenvolvimento de Programas/métodos , Ensino de Recuperação/métodos , Desempenho Acadêmico , Humanos , Estudantes de Farmácia
8.
BMC Med Educ ; 18(1): 120, 2018 May 31.
Artigo em Inglês | MEDLINE | ID: mdl-29855302

RESUMO

This position paper discusses on-going academic remediation challenges within the field of medical education. More specifically, we identify three common contemporary problems and propose four recommendations to strengthen remediation efforts. Selecting or determining what type of remediation is needed for a particular student is akin to analyzing a Gordian knot with individual, institutional and systemic contributors. More emphasis, including multi-institutional projects and research funding is needed. Recommendations regarding language use and marketing of such programs are given.


Assuntos
Educação Médica/métodos , Ensino de Recuperação/métodos , Ensino de Recuperação/organização & administração , Faculdades de Medicina , Humanos
9.
Cuad. psiquiatr. psicoter. niño adolesc ; 2(65,cong): 39-46, ene.-jun. 2018.
Artigo em Francês | IBECS | ID: ibc-173941

RESUMO

L'évaluation des difficultés d'apprentissage chez l'enfant doit non seulement considérer les dimensions neurodéveloppementales comme facteurs explicatifs des troubles, mais également prendre en considération les dimensions psychoaffective et contextuelle. Une vision unifiée et intégrée des facteurs impactant les apprentissages est nécessaire pour permettre la mise en place de mesures adaptées et investies par les acteurs en jeu : l'enfant,la famille et l'école. Notre modèle d'évaluation PACIdA propose un regard intégré sur cette problématique


The assessment of learning difficulties in children should consider not only neurodevelopmental dimensions as explanatory factors for the disorders, but also take into account psycho-affective and contextual dimensions. An unified and integrated vision of the factors impacting learning is necessary to allow the implementation of measures which are adapted and invested by involved actors: the child, the family and the school. Our PACIdA evaluation model offers an integrated look at this issue


No disponible


Assuntos
Humanos , Masculino , Criança , Transtornos de Aprendizagem/diagnóstico , Transtornos do Neurodesenvolvimento/diagnóstico , Transtornos Globais do Desenvolvimento Infantil/diagnóstico , Ensino de Recuperação/métodos , Transtornos de Aprendizagem/terapia , Testes Neuropsicológicos/estatística & dados numéricos , Transtornos Cognitivos/diagnóstico , Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico
10.
BMC Med Educ ; 18(1): 88, 2018 May 02.
Artigo em Inglês | MEDLINE | ID: mdl-29716581

RESUMO

BACKGROUND: Fostering personal identity formation and professional development among undergraduate medical students is challenging. Based on situated learning, experiential learning and role-modelling frameworks, a six-week course was developed to remediate lapses in professionalism among undergraduate medical students. This study aims to explore the students' perceptions of their personal identity formation and professional development following completion of the course. METHODS: This qualitative study, adopting a phenomenological design, uses the participants' reflective diaries as primary data sources. In the pilot course, field work, role-model shadowing and discussions with resource personnel were conducted. A total of 14 students were asked to provide written self-reflections. Consistent, multi-source feedback was provided throughout the course. A thematic analysis was conducted to identify the key processes of personal and professional development among the students during remediation. RESULTS: Three main themes were revealed. First, students highlighted the strength of small group activities in helping them 'internalise the essential concepts'. Second, the role-model shadowing supported their understanding of 'what kind of medical doctors they would become'. Third, the field work allowed them to identify 'what the "noble values" are and how to implement them in daily practice'. CONCLUSION: By implementing multimodal activities, the course has high potential in supporting personal identity formation and professional development among undergraduate pre-clinical medical students, as well as remediating their lapses in professionalism. However, there are challenges in implementing the model among a larger student population and in documenting the long-term impact of the course.


Assuntos
Educação de Graduação em Medicina/ética , Profissionalismo , Ensino de Recuperação/métodos , Estudantes de Medicina , Feminino , Humanos , Indonésia , Relações Interpessoais , Masculino , Mentores , Relações Médico-Paciente/ética , Projetos Piloto , Papel Profissional , Pesquisa Qualitativa , Estudantes de Medicina/psicologia
11.
J Learn Disabil ; 51(6): 612-624, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-29779424

RESUMO

Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided.


Assuntos
Dislexia/reabilitação , Ensino de Recuperação/métodos , Humanos
12.
Dyslexia ; 24(2): 128-139, 2018 May.
Artigo em Inglês | MEDLINE | ID: mdl-29635836

RESUMO

The present study aims to examine Greek public primary school teachers' attitudes and intention towards teaching pupils with dyslexia using a model of the theory of planned behaviour (TPB). Toward that aim, 304 teachers aged between 22 and 59 years old, with an average overall work experience of 16.6 years completed a TPB questionnaire which assessed their attitudes, subjective norms and perceived behavioural control, their intention, as well as other exogenous factors. The validity and the reliability of the questionnaire were found to be adequate. Overall, the participating teachers report a wide range of educational interventions for pupils with dyslexia emphasizing the psychological aspects of support. They also face a number of barriers, but in general they express neutral to positive attitudes to dyslexia. Results show that attitudes, subjective norms and perceived behavioural control significantly predicted the teachers' intention towards teaching dyslexic pupils, thus confirming the applicability of the selected TPB model. Recommendations for teachers' training and limitations of the study are discussed.


Assuntos
Atitude , Dislexia/psicologia , Intenção , Ensino de Recuperação/métodos , Professores Escolares/psicologia , Adulto , Controle Comportamental , Feminino , Grécia , Humanos , Masculino , Pessoa de Meia-Idade , Instituições Acadêmicas , Normas Sociais , Inquéritos e Questionários , Adulto Jovem
13.
Dyslexia ; 24(2): 140-155, 2018 May.
Artigo em Inglês | MEDLINE | ID: mdl-29577504

RESUMO

The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11-year-old children with dyslexia and 38 typically reading peers in a within-subjects design. All children were presented with a series of user-paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text-and-audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support.


Assuntos
Dislexia/psicologia , Aprendizagem , Multimídia , Ensino de Recuperação/métodos , Estudos de Casos e Controles , Criança , Feminino , Humanos , Masculino , Memória de Curto Prazo , Leitura , Redação
14.
J Appl Behav Anal ; 51(1): 80-86, 2018 01.
Artigo em Inglês | MEDLINE | ID: mdl-29359369

RESUMO

We evaluated the effects of an activity schedule embedded within an iPad on varied play across applications. After establishing a pattern of repetitive gameplay, we taught three children with autism to follow the activity schedule using physical guidance. All participants increased their varied play to four applications per session and demonstrated independent and accurate activity schedule usage. The activity schedule was removed, and responding decreased to baseline levels, demonstrating the activity schedule's control over varied responding. The activity schedule was reintroduced and participant responding maintained when engaging with novel applications.


Assuntos
Transtorno Autístico/psicologia , Transtorno Autístico/reabilitação , Esquema de Reforço , Ensino de Recuperação/métodos , Criança , Pré-Escolar , Condicionamento Operante , Feminino , Jogos Experimentais , Humanos , Masculino , Resultado do Tratamento
15.
Res Dev Disabil ; 72: 56-66, 2018 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-29107851

RESUMO

BACKGROUND: Intelligence measures play a pivotal role in the diagnosis of mathematical learning disabilities (MLD). Probably as a result of math-related material in IQ tests, children with MLD often display reduced IQ scores. However, it remains unclear whether the effects of math remediation extend to IQ scores. AIMS: The present study investigated the impact of a special remediation program compared to a control group receiving private tutoring (PT) on the WISC IQ scores of children with MLD. METHODS: We included N=45 MLD children (7-12 years) in a study with a pre- and post-test control group design. Children received remediation for two years on average. RESULTS: The analyses revealed significantly greater improvements in the experimental group on the Full-Scale IQ, and the Verbal Comprehension, Perceptual Reasoning, and Working Memory indices, but not Processing Speed, compared to the PT group. Children in the experimental group showed an average WISC IQ gain of more than ten points. CONCLUSION: Results indicate that the WISC IQ scores of MLD children might be underestimated and that an effective math intervention can improve WISC IQ test performance. Taking limitations into account, we discuss the use of IQ measures more generally for defining MLD in research and practice.


Assuntos
Matemática/educação , Ensino de Recuperação/métodos , Aptidão , Criança , Escolaridade , Feminino , Humanos , Testes de Inteligência , /psicologia , Masculino , Escalas de Wechsler
16.
Med Educ ; 52(3): 263-273, 2018 03.
Artigo em Inglês | MEDLINE | ID: mdl-29058332

RESUMO

CONTEXT: The journey through medical school can be challenging, especially for undergraduate medical students who must deal with a demanding curriculum, coupled with the demands of transitioning into adulthood. Despite experiencing learning challenges, most students succeed with appropriate learning support. Many medical schools offer learning support programmes, particularly in the latter years, but it has been suggested that such support could be more beneficial, especially during the initial years. OBJECTIVES: This review explores learning support intervention programmes used to address learning challenges and deficits in the first year of medical school. Additionally, we propose a potential framework for supporting learning during the first year of medical school. METHODS: We searched PubMed, Web of Science, MEDLINE, CINAHL (Cumulative Index to Nursing and Allied Health Literature), ERIC (Educational Resources Information Centre), Academic Search Premier and Google Scholar using the search terms 'learning support', 'learning challenge', 'remediation', 'change', 'medical education' and 'first year'. We developed and used a review matrix to record the main elements of each article. We also coded the matrix to identify emerging themes. RESULTS: The main themes that emerged from the study were 'intervention approaches', 'area of intervention', 'intervention strategies', 'intervention dose' and 'intervention outcomes'. INTERVENTIONS: (i) used proactive-deficit, reactive-deficit and proactive-developmental approaches; (ii) addressed content knowledge, academic success skills, personal and professional skills and programme-related elements; (iii) utilised faculty staff-facilitated, peer-facilitated, support staff-facilitated, experiential placement, self-study and reduced-load strategies; (iv) varied in length from 5 weeks to 2 years, and (v) generally showed positive results. CONCLUSIONS: This review has identified the main components of learning support interventions used for Year 1 medical students. Interventions, however, are generally not grounded on empirical assessment that elucidates the nature of the challenges faced by students. Future research should provide empirical understanding of the learning challenges to be addressed.


Assuntos
Aprendizagem , Modelos Educacionais , Ensino de Recuperação/métodos , Estudantes de Medicina/psicologia , Educação Médica/métodos , Educação Médica/normas , Avaliação Educacional , Docentes de Medicina , Humanos
17.
Br J Dev Psychol ; 36(1): 78-97, 2018 03.
Artigo em Inglês | MEDLINE | ID: mdl-28952154

RESUMO

The specific domain model for math disabilities postulates a core number deficit which presents a prime target for remedial interventions. This longitudinal study identified two groups of Grade 3 students based on their basic calculation abilities: students with persistent difficulties through Grade 4 (PD group) and students whose performance improved into the average range (IP group). Baseline data revealed a distinct cognitive profile for students in the PD group featuring predominant deficits in symbolic number processing. A conceptual intervention based on explicit teaching of basic arithmetic procedures was implemented when students attended Grade 5 or 6. Students in the PD group benefited more from the programme, especially in performing written calculations and in multiplication speed. Statement of contribution What is already known on this subject? Most interventions focus on young students' basic arithmetical skills to prevent serious math problems in future. Few interventions target older students who often face persistent math difficulties. These interventions are usually procedural and focus on age-appropriate math skills. What does this study add? A conceptual intervention was implemented to remediate basic calculation deficits at the end of elementary school. The aim was to help students compensate for their gaps in knowledge and motivate them to engage in math activities. Neuropsychological testing of arithmetic abilities revealed difficulties in symbolic number processing.


Assuntos
Aptidão/fisiologia , Discalculia/fisiopatologia , Discalculia/reabilitação , Conceitos Matemáticos , Ensino de Recuperação/métodos , Instituições Acadêmicas , Pensamento/fisiologia , Criança , Feminino , Humanos , Estudos Longitudinais , Masculino , Desenvolvimento de Programas , Resultado do Tratamento
18.
Am J Surg ; 215(2): 315-321, 2018 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-29275907

RESUMO

BACKGROUND: There are several factors that influence ABSITE scores, but the optimal approach for remediation of poor scores is unclear. METHODS: A structured academic curriculum and focused remediation program (FRP) were implemented to improve academic performances. Within a 15-year period, ABSITE and American Board of Surgery qualifying exam (ABS QE) results were compared before and after the establishment of the program using a paired T-test. Subgroup analysis was performed for residents who completed the FRP. RESULTS: After establishing the FRP, the mean scores increased from 49.3% to 60% (p = 0.001). The proportion of first-time pass rates for the ABS QE increased from 89.5% to 100% (p = 0.18). With the subgroup analysis of FRP residents, the average improvement on the next ABSITE exam score was 51 percentile points (p = 0.003), raw score increased by 80 (p = 0.01) and percent correct increased by 7 percentage points (p = 0.006). CONCLUSIONS: A structured academic curriculum and FRP improves ABSITE scores. Additional strategies utilizing the self-regulated learning method can further assist trainees who remain struggling learners. Further study is required to determine direct correlation to the ABS QE.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Currículo , Educação de Pós-Graduação em Medicina/métodos , Cirurgia Geral/educação , Internato e Residência/métodos , Ensino de Recuperação/métodos , Conselhos de Especialidade Profissional , Competência Clínica , Avaliação Educacional , Humanos , Estudos Retrospectivos , Estados Unidos
19.
J Learn Disabil ; 51(4): 381-398, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-28489968

RESUMO

Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7-8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction-with or without transcription training-resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students' composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students' writing ability and prevent future writing problems but also to minimize struggling writers' difficulties and support them in mastering writing.


Assuntos
Ensino de Recuperação/métodos , Autocontrole , Redação , Criança , Feminino , Escrita Manual , Humanos , Masculino , Estudantes
20.
J Learn Disabil ; 51(4): 363-380, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-28498732

RESUMO

The purpose of this best evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are effective for children who struggle with early writing skills, by calculating effect sizes for group and single-subject designs, and we examined the overall quality of the research. Twenty-five studies met inclusion criteria. Among group design studies, mean effects (Hedge's g) ranged from 0.19 to 1.17 for measures of writing quantity and from 0.17 to 0.85 for measures of writing quality. Percentage of all nonoverlapping data for single-subject designs ranged from 83% to 100% for measures of writing quantity. Interventions with the strongest evidence of effects and highest methodological quality are described in detail. Recommendations for research and practice are provided.


Assuntos
Desenvolvimento Infantil , Ensino de Recuperação/métodos , Redação , Criança , Humanos
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA