Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment [0.03%]
计算成绩与解题成绩的发展预测：动态评估的作用
Pamela M Seethaler,Lynn S Fuchs,Douglas Fuchs et al.
Pamela M Seethaler et al.
The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1(st)-grade calculations (CA) and word problems (WP) development, while cont...
The Development and Correlates of Academic Interests from Childhood through Adolescence [0.03%]
从童年到青少年时期学业兴趣的发展及其相关因素分析
Aryn M Dotterer,Susan M McHale,Ann C Crouter
Aryn M Dotterer
Study goals were to assess: (1) the development of academic interests from middle childhood through late adolescence, (2) the degree to which junior high and high school transitions, parents' educational expectations, interests, and educati...
The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge [0.03%]
学龄前儿童语音处理能力及其与词汇量、认知能力和阅读理解的关系
Christopher J Lonigan,Jason L Anthony,Beth M Phillips et al.
Christopher J Lonigan et al.
The development of reading-related phonological processing abilities (PPA) represents an important developmental milestone in the process of learning to read. In this cross-sectional study, confirmatory factor analysis was used to examine t...
Catherine M Bohn-Gettler,David N Rapp
Catherine M Bohn-Gettler
Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, an...
A theory-based approach to teaching young children about health: A recipe for understanding [0.03%]
基于理论的教学方法：教小孩学习健康知识的理解过程
Simone P Nguyen,Mary Beth McCullough,Ashley Noble
Simone P Nguyen
The theory-theory account of conceptual development posits that children's concepts are integrated into theories. Concept learning studies have documented the central role that theories play in children's learning of experimenter-defined ca...
Word and Person Effects on Decoding Accuracy: A New Look at an Old Question [0.03%]
词汇和个体效应与语义理解准确性之间的关系
Jennifer K Gilbert,Donald L Compton,Devin M Kearns
Jennifer K Gilbert
The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 Englis...
Toward a Model of Social Influence that Explains Minority Student Integration into the Scientific Community [0.03%]
一种解释少数族裔学生融入科学界的社会影响模型
Mica Estrada,Anna Woodcock,Paul R Hernandez et al.
Mica Estrada et al.
Students from several ethnic minority groups are underrepresented in the sciences, such that minority students more frequently drop out of the scientific career path than non-minority students. Viewed from a perspective of social influence,...
Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7 [0.03%]
一年级、三年级、五年级和七年级的听、说、读、写：作为相关却又独特的语言系统的学业成就分布特征分析
Virginia W Berninger,Robert D Abbott
Virginia W Berninger
Age-normed tests of Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression were administered in grades 1 (n=128), 3, and 5 or 3 (n=113), 5, and 7. Confirmatory factor analyses compared one- and four- factor ...
A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant [0.03%]
对阅读指导委员会报告最新再分析的回应：系统化拼音指导效果具有实质性意义
Karla K Stuebing,Amy E Barth,Paul T Cirino et al.
Karla K Stuebing et al.
The authors examine the reassessments of the National Reading Panel (NRP) report (National Institute of Child Health and Human Development, 2000) by G. Camilli, S. Vargas, and M. Yurecko (2003); G. Camilli, P. M. Wolfe, and M. L. Smith (200...
Prediction of Children's Academic Competence From Their Effortful Control, Relationships, and Classroom Participation [0.03%]
儿童学业成就的预测：努力控制、关系和课堂参与的影响
Carlos Valiente,Kathryn Lemery-Chalfant,Jodi Swanson et al.
Carlos Valiente et al.
The authors examined the relations among children's effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children's...