Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis [0.03%]
词汇、句子和文本层面的阅读与写作发展关系：潜在变化分数分析
Yusra Ahmed,Richard K Wagner,Danielle Lopez
Yusra Ahmed
Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between ...
Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later? [0.03%]
intensive阅读补救教学：二年级和三年级的效果比较——十年后的表现
Benita A Blachman,Christopher Schatschneider,Jack M Fletcher et al.
Benita A Blachman et al.
Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than two years (Suggate, 2010). This ...
The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students [0.03%]
学生和文本特征对中年级学生朗读流利度的影响
Amy E Barth,Tammy D Tolar,Jack M Fletcher et al.
Amy E Barth et al.
We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and dis...
The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability [0.03%]
一般领域和数值因素对三年级算术技能和数学学习障碍的贡献
Richard Cowan,Daisy Powell
Richard Cowan
Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and...
Indirect Effects of the Family Check-Up on School-Age Academic Achievement Through Improvements in Parenting in Early Childhood [0.03%]
家庭访视项目通过改善学龄前父母养育方式对学龄儿童学业成就的间接影响研究
Lauretta M Brennan,Elizabeth C Shelleby,Daniel S Shaw et al.
Lauretta M Brennan et al.
This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families...
Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically-sensitive design [0.03%]
数学与阅读理解及单词解码的不同关系：来自遗传敏感性设计的证据
Nicole Harlaar,Yulia Kovas,Philip S Dale et al.
Nicole Harlaar et al.
Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mat...
Sustaining Optimal Motivation: A Longitudinal Analysis of Interventions to Broaden Participation of Underrepresented Students in STEM [0.03%]
维持最佳动机：增进少数族裔学生参与STEM的干预措施纵向分析
Paul R Hernandez,P Wesley Schultz,Mica Estrada et al.
Paul R Hernandez et al.
The underrepresentation of racial minorities and women in science, technology, engineering, and mathematics (STEM) disciplines is a national concern. Goal theory provides a useful framework from which to understand issues of underrepresenta...
Hugh W Catts,Donald Compton,J Bruce Tomblin et al.
Hugh W Catts et al.
Some children demonstrate adequate or better reading achievement in early school grades, but fall significantly behind their peers in later grades. These children are often referred to as late-emerging poor readers. In this study, we invest...
What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades [0.03%]
不能留下的背后：在预测标准化考试成绩和报告卡的成绩中的角色IQ和自我控制
Angela L Duckworth,Patrick D Quinn,Eli Tsukayama
Angela L Duckworth
The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control,...
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice [0.03%]
不同类型练习下一年级学生数知识辅导的效果研究
Lynn S Fuchs,David C Geary,Donald L Compton et al.
Lynn S Fuchs et al.
The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was num...