Notice bibliographique
Résumé
This dissertation used mixed methods to explore the phenomenon of parent concern about children’s reading. In Study 1, an existing database was used to consider the value of parent concern as a predictor of, and screening measure for, word-level reading difficulties. Parents of grade 2 children (N = 294) responded to the question “Have you ever been concerned about this child’s ability to learn to read?” and their children completed a timed test of word-level reading skills and a test of sentence memory. A subgroup of children (n = 91) received additional reading-related tests, including tests of phonological awareness, rapid naming, language, memory, and verbal IQ. In the overall sample, 23% of parents responded affirmatively to the parent concern question. Parent concern was a significant predictor of reading skill, and, for some outcomes, added value beyond the other reading-related predictors. It identified children with word-level reading difficulties with acceptable specificity but not always with adequate sensitivity. When parents appeared inaccurate, this corresponded with variation in children’s reading-related skills, as well as their time of birth relative to the school year. Study 2 elaborated on these results by asking a new group of 70 parents the same question. Eleven of 17 concerned parents who met study criteria were interviewed and their children received a battery of reading and reading-related tests. Similar to the results of Study 1, parent concern was reliably accompanied by reading and/or reading-related difficulties. Factors that appeared to influence parent concern included feedback from others, comparisons parents made (between the child and others, their own development, and standards), and children’s emotions and behaviours. Parents doubted their concern and were uncertain about what constituted normal reading development. However, they reported many signs of reading difficulty, including poor word reading, reading fluency, comprehension, spelling, and writing, as well as difficulties with work completion, lack of interest in reading independently or reading challenging material, and negative emotions related to reading. The results from both studies are discussed and practical implications are provided. Overall, this dissertation provides support for the value of parent concern in identifying children with reading difficulties.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,018 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».