School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support [0.03%]
学习有困难的青少年从学校到工作的过渡：动机和自主支持的作用
Pascale Dubois,Frédéric Guay,Marie-Catherine St-Pierre
Pascale Dubois
School-to-work transition is a challenging period for youth with learning difficulties (LD). Based on self-determination theory (SDT), we tested the role of autonomy support and motivation in predicting transition status and well-being amon...
Multitiered Systems of Support, Adaptive Interventions, and SMART Designs [0.03%]
多层级支持系统、适应性干预和SMART设计
Greg Roberts,Nathan Clemens,Christian T Doabler et al.
Greg Roberts et al.
This article introduces the special section on adaptive interventions and sequential multiple-assignment randomized trial (SMART) research designs. In addition to describing the two accompanying articles, we discuss features of adaptive int...
Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities [0.03%]
证据的现状：奥顿-吉尔林厄姆阅读干预对学生单词层面阅读障碍的影响分析
Elizabeth A Stevens,Christy Austin,Clint Moore et al.
Elizabeth A Stevens et al.
Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillin...
Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial [0.03%]
课堂教学功能小组干预有效性的学生和教师成果试验
Howard Wills,Debra Kamps,Kandace Fleming et al.
Howard Wills et al.
The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis [0.03%]
关于阅读干预效果和研究质量之间关系的元分析研究报告
Christy R Austin,Jeanne Wanzek,Nancy K Scammacca et al.
Christy R Austin et al.
Empirical studies investigating supplemental reading interventions for students with or at-risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high quality re...
How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties [0.03%]
初始单词读解能力和语言技能对阅读困难学生阅读理解结果的影响
Sharon Vaughn,Greg Roberts,Philip Capin et al.
Sharon Vaughn et al.
This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-...
Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? [0.03%]
学生的数学缺陷程度会影响其对一般有效的第一年级干预措施的反应吗？
Lynn S Fuchs,Douglas Fuchs,Jennifer K Gilbert
Lynn S Fuchs
The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of interven...
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction [0.03%]
运用调节效应分析确定哪些一年级儿童更能从阅读理解课程中受益：朝向能力与教学互动的一步
Douglas Fuchs,Devin M Kearns,Lynn S Fuchs et al.
Douglas Fuchs et al.
Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducte...
Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes [0.03%]
压力山大教不动了？教学品质、学生参与和IEP效果
Venus Wong,Lisa A Ruble,Yue Yu et al.
Venus Wong et al.
Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in specia...
Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities [0.03%]
残障学生口音使用与阅读水平的关系研究
Brandy Gatlin,Jeanne Wanzek
Brandy Gatlin
Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only on...