Ontario Institute for Studies in Education

About: Ontario Institute for Studies in Education is a based out in . It is known for research contribution in the topics: Curriculum & Higher education. The organization has 1798 authors who have published 3807 publications receiving 193985 citations. The organization is also known as: Ontario College of Education & OISE.

Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Abstract: In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. Children were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition module

Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together

Abstract: This article provides support for a theoretical orientation toward viewing dialogue as both a means of communication and a cognitive tool. Data to support this position come from an analysis of the language-related episodes isolated in the dialogue of two grade 8 French immersion students as they carry out a jigsaw task. During the task, the students work out a story line and write it out. As they do so, they encounter linguistic problems. To solve them, the students use their first language (L1) and second language (L2) in order to communicate to each other and as tools to aid their L2 learning. The language-related episodes discussed provide evidence of language use as both an enactment of mental processes and as an occasion for L2 learning. Variation in how other pairs of students in the class perform the task supports existing evidence that the same task does not provide similar occasions for L2 learning to all student dyads.

Interest and Its Contribution as a Mental Resource for Learning

Abstract: It is argued that interest is central in determining how we select and persist in processing certain types of information in preference to others. Evidence that shows that both individual and text-based interest have a profound facilitative effect on cognitive functioning and learning is reviewed. Factors that contribute to text-based interest are discussed, and it is suggested that interest elicits spontaneous, rather than conscious, selective allocation of attention. It is further proposed that the psychological and physiological processes associated with interesting information have unique aspects not present in processing information without such interest. Current advances in neuro-cognitive research show promise that we will gain further knowledge of the impact of interest on cognitive functioning and that we will finally be in a position to integrate the physiological and psychological aspects of interest.