1,720,988 research outputs found
Programma P.A.S.S.I. Percorso operativo per potenziare l'alfabetizzazione e prevenire la dislessia
No full textSulla base dei risultati della ricerca, la consapevolezza notazionale si è dimostrata un predittore della dislessia e della disortografia. Si tratta di una competenza osservabile alla scuola dell’infanzia dalle insegnanti, che risulta deficitaria nei bambini di 5 anni che successivamente, alla primaria, non riusciranno ad apprendere adeguatamente la lettura e la scrittura e manifesteranno dislessia e/o disortografia.
Il presente volume propone il percorso di potenziamento della consapevolezza notazionale PASSI (Promoting the Achievement of Sound-Sign Integration; promuovere l’acquisizione dell’integrazione suono-segno), volto a facilitare il successivo apprendimento di lettura e scrittura in tutti i bambini e a prevenire dislessia e disortografia. L’efficacia del percorso è stata dimostrata attraverso prove empiriche con gruppi sperimentali e di controllo.
Il programma attività di potenziamento da realizzare in gruppo ma anche singolarmente e si articola in quattro aree:
– il segno grafico
– il segno ortografico
– il segno numerico
– il segno misto.
Per ogni tipologia di segno vengono proposte cinque attività relative al riconoscimento e cinque attività relative alla produzione.
L’opera si rivolge a insegnanti di scuola primaria e a tutti coloro che operano nei settori educativi e rieducativi (educatori, logopedisti, formatori) e possono osservare e riconoscere i segnali di rischio della dislessia già alla scuola dell’infanzia e soprattutto prevenirne l’insorgere o ridurne i livelli di gravità
È possibile potenziare la via diretta di lettura e scrittura già dalla prima classe della scuola primaria?
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Primary school children's verbal working memory performances in classrooms with different acoustic conditions
Full text linkVerbal working memory plays a crucial role in supporting the learning process over the school years. In this study, we investigated the role of the acoustic conditions of school classrooms, specifically reverberation time and babble noise, on second-graders’ verbal working memory. A sample of twenty-five second-graders was administered a validated verbal working memory task in two different acoustic conditions, with a time frame of 1 month: Poor acoustic quality (long reverberation time [Long RT] and babble) versus Adequate acoustic quality (short reverberation time [Short RT] and babble). Results showed that the same children were able to remember fewer words and less accurately on the task in a classroom with longer reverberation time and babble compared to one with shorter reverberation time and babble. Moreover, children omitted more words in the recall task in the Poor acoustic quality condition than in the Adequate acoustic quality condition. The results suggested that primary school children’s verbal working memory processing is sensitive to variations in the classroom acoustic conditions. These findings offer a research contribution about the importance of adopting a contextual view on cognitive development and insights for the implementation of school interventions in terms of metacognitive work on learning to listen and classroom design
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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