Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder [0.03%]
针对孤独症谱系障碍学龄前儿童的新兴读写能力干预效果研究
Roxanne F Hudson,Elizabeth A Sanders,Rosanne Greenway et al.
Roxanne F Hudson et al.
Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first ...
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention [0.03%]
影响数学干预有效性的儿童预测因素分析：一项基于证据的多站点研究
Sarah R Powell,Paul T Cirino,Amelia S Malone
Sarah R Powell
We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 school...
Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students From Individual, Household, Communication, and Educational Factors [0.03%]
基于个体、家庭、交流和教育因素预测聋哑及听障学生的学习成绩
Marc Marschark,Debra M Shaver,Katherine M Nagle et al.
Marc Marschark et al.
Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluen...
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners [0.03%]
多层支持系统对风险学习者运算、文字题和预代数表现的影响
Sarah R Powell,Lynn S Fuchs,Paul T Cirino et al.
Sarah R Powell et al.
The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support syste...
To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading [0.03%]
坐等一级还是立即干预：一项关于阅读教学反应（RTI）的随机实验研究
Stephanie Al Otaiba,Carol M Connor,Jessica S Folsom et al.
Stephanie Al Otaiba et al.
This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models - Typical RTI and Dynamic RTI - and included 34 first-grade classrooms (n = 522 students) across 10 socio-economically and culturally d...
Impact of the Self-Determined Learning Model of Instruction on Self-Determination: A Randomized-Trial Control Group Study [0.03%]
自我决定学习模型教学对学生自我决定能力影响的随机对照实验研究
Michael L Wehmeyer,Karrie A Shogren,Susan B Palmer et al.
Michael L Wehmeyer et al.
Promoting self-determination has become best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. We conducted a group-randomized, modified equivalent control g...
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities [0.03%]
情绪障碍或学习困难儿童的口语阅读流畅度发展
Jeanne Wanzek,Stephanie Al Otaiba,Yaacov Petscher
Jeanne Wanzek
This study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measu...
Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities [0.03%]
针对阅读障碍的中学生进行个性化及标准化干预的效果研究
Sharon Vaughn,Jade Wexler,Greg Roberts et al.
Sharon Vaughn et al.
This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all...
Douglas Fuchs,Lynn S Fuchs,Donald L Compton
Douglas Fuchs
During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambi...
Using Word Identification Fluency to Monitor First-Grade Reading Development [0.03%]
运用单词识别流畅度来监测一年级阅读水平的发展
Rebecca O Zumeta,Donald L Compton,Lynn S Fuchs
Rebecca O Zumeta
This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students,...