The Differential Impact of Early Father and Mother Involvement on Later Student Achievement [0.03%]
父亲和母亲早期参与对孩子学业成就的不同影响
Brent A McBride,W Justin Dyer,Ying Liu et al.
Brent A McBride et al.
The purpose of this exploratory study was to examine the direct and indirect effects of early parenting on later parental school involvement and student achievement. The sample, pulled from the first and second waves of the Panel Study of I...
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes [0.03%]
捕捉复杂性：教学内容、类型和数量与课堂学习环境质量协同预测三年级学生词汇量和阅读理解能力的发展
Carol McDonald Connor,Mercedes Spencer,Stephanie L Day et al.
Carol McDonald Connor et al.
We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-lea...
The Contribution of Adolescent Effortful Control to Early Adult Educational Attainment [0.03%]
青少年努力控制对早期成人教育成就的贡献
Marie-Hélène Véronneau,Kristina Hiatt Racer,Gregory M Fosco et al.
Marie-Hélène Véronneau et al.
Effortful control has been proposed as a set of neurocognitive competencies that is relevant to self-regulation and educational attainment (Posner & Rothbart, 2007). This study tested the hypothesis that a multiagent report of adolescents' ...
Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders [0.03%]
三级干预对持续性阅读困难学生的效果及反应不足特征分析
Carolyn A Denton,Tammy D Tolar,Jack M Fletcher et al.
Carolyn A Denton et al.
This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality firs...
Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill [0.03%]
数位计算技能掌握的个体差异来源_numeration理解能力研究
Lynn S Fuchs,David C Geary,Douglas Fuchs et al.
Lynn S Fuchs et al.
This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) wer...
Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade [0.03%]
拉丁裔学生口头阅读流畅度发展的建模：二年级和三年级的纵向研究
Stephanie Al Otaiba,Yaacov Petscher,Rihana S Williams et al.
Stephanie Al Otaiba et al.
This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL se...
Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology [0.03%]
缩小本科生物学专业第一代学生社交圈成就差距
Judith M Harackiewicz,Elizabeth A Canning,Yoi Tibbetts et al.
Judith M Harackiewicz et al.
Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented mino...
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...