Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill [0.03%]
阅读相关的成功与失败的因果归因：与阅读技能的动态联系
Jan C Frijters,Kimberley C Tsujimoto,Richard Boada et al.
Jan C Frijters et al.
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied p...
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction [0.03%]
通过区分读写指导检测儿童特征×教学对学生三年级阅读理解的影响交互作用
Carol McDonald Connor,Fredrick J Morrison,Barry Fishman et al.
Carol McDonald Connor et al.
There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, how...
Word-Decoding Skill Interacts With Working Memory Capacity to Influence Inference Generation During Reading [0.03%]
词汇解码能力和工作记忆容量在阅读过程中影响推论生成的能力上的交互作用
Stephen Hamilton,Erin Freed,Debra L Long
Stephen Hamilton
The aim of this study was to examine predictions derived from a proposal about the relation between word-decoding skill and working memory capacity, called verbal efficiency theory. The theory states that poor word representations and slow ...
The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension [0.03%]
音段和超音段音位学对阅读理解的贡献
Nathalie J Veenendaal,Margriet A Groen,Ludo Verhoeven
Nathalie J Veenendaal
The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the perform...
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension [0.03%]
阅读流畅度的发展模型及其与视知觉、词汇知识和工作记忆间关系的探究
Young-Suk Grace Kim
Young-Suk Grace Kim
The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from...
Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents [0.03%]
青少年阅读教学、动机、参与和成就关系模型研究
John T Guthrie,Susan Lutz Klauda,Amy N Ho
John T Guthrie
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students part...
Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives [0.03%]
成人基础教育环境中的成功定义：多个利益相关者，多种视角
Elizabeth L Tighe,Adrienne E Barnes,Carol M Connor et al.
Elizabeth L Tighe et al.
This study employed quantitative and qualitative research approaches to investigate what constitutes "success" in Adult Basic Education (ABE) programs from the perspectives of multiple educational stakeholders: the state funding agency, the...
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents [0.03%]
课堂阅读教学对学生阅读理解、参与度和动机的影响
John T Guthrie,Susan Lutz Klauda
John T Guthrie
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional sup...
Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework [0.03%]
学前儿童的书写发生发展：一种理论框架的初步证据
Cynthia S Puranik,Christopher J Lonigan
Cynthia S Puranik
Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have general...
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills [0.03%]
父母写作支持与学龄前儿童语言和读写技能的纵向关系
Lori E Skibbe,Samantha W Bindman,Annemarie H Hindman et al.
Lori E Skibbe et al.
Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing ...