Do Processing Patterns of Strengths and Weaknesses Predict Differential Treatment Response? [0.03%]
优势和劣势的加工模式能否预测不同的治疗反应？
Jeremy Miciak,Jacob L Williams,W Pat Taylor et al.
Jeremy Miciak et al.
Objective: No previous empirical study has investigated whether the LD identification decisions of proposed methods to operationalize processing strengths and weaknesses (PSW) approaches for LD identification are associat...
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School [0.03%]
运用设计思维改善心理干预：以初中到高中的过渡期为例的生长型心态的研究
David S Yeager,Carissa Romero,Dave Paunesku et al.
David S Yeager et al.
There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailori...
A Stitch in Time: Strategic Self-Control in High School and College Students [0.03%]
防微杜渐：对高中生和大学生的策略性自我控制研究
Angela L Duckworth,Rachel E White,Alyssa J Matteucci et al.
Angela L Duckworth et al.
A growing body of research indicates that self-control is critical to academic success. Surprisingly little is known, however, about the diverse strategies students use to implement self-control or how well these strategies work. To address...
Mathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study [0.03%]
学习障碍儿童的数学认知缺陷：一项五年前瞻性研究
David C Geary,Mary K Hoard,Lara Nugent et al.
David C Geary et al.
First- to fifth-grade mathematics and word reading achievement were assessed for children with mathematical learning disability (MLD, n = 16), persistent low achievement (LA, n = 29), and typical achievement (n = 132). Intelligence, working...
A latent profile analysis of math achievement, numerosity, and math anxiety in twins [0.03%]
双胞胎数学成就、计数能力和数学焦虑的潜在剖面分析
Sara A Hart,Jessica A R Logan,Lee Thompson et al.
Sara A Hart et al.
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on me...
Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students [0.03%]
风险学生整数和分数计算与数量线估计的认知预测因素
Jessica M Namkung,Lynn S Fuchs
Jessica M Namkung
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working m...
Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties [0.03%]
学龄前儿童回应式教学的两项随机研究及其对有阅读困难风险的儿童的影响
Christopher J Lonigan,Beth M Phillips
Christopher J Lonigan
Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining im...
From Bench to Bedside: A communal utility value intervention to enhance students' biomedical science motivation [0.03%]
从实验室到临床：一种社区实用价值干预措施可增强学生对生物医学科学的动力
Elizabeth R Brown,Jessi L Smith,Dustin B Thoman et al.
Elizabeth R Brown et al.
Motivating students to pursue science careers is a top priority among many science educators. We add to the growing literature by examining the impact of a utility value intervention to enhance student's perceptions that biomedical science ...
Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension [0.03%]
读者文本互动：不同类型文章和问题对阅读理解所需认知技能的影响
Sarah H Eason,Lindsay F Goldberg,Katherine M Young et al.
Sarah H Eason et al.
Current research has shown that comprehension can vary based on text and question types, and that readers' word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntac...
Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations With Longitudinal Outcomes [0.03%]
幼儿学业能力的师资误判：预测因素及其对后续发展的关联性研究
Courtney N Baker,Marianne H Tichovolsky,Janis B Kupersmidt et al.
Courtney N Baker et al.
Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathe...