Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading [0.03%]
研究人员与实践者合作及校内实验室有助于阅读方面的实证研究
Nicole Landi,Daniel Kleinman,Vishakha Agrawal et al.
Nicole Landi et al.
Educational neuroscience approaches have helped to elucidate the brain basis of Reading Disability (RD) and of reading intervention response; however, there is often limited translation of this knowledge to the broader scientific and educat...
Educators' Perceptions of Barriers and Facilitators to the Implementation of Screeners for Developmental Language Disorder and Dyslexia [0.03%]
有关发育性语言障碍和阅读障碍筛查实施的阻碍和促进因素的教育者感知状况研究
Rouzana Komesidou,Melissa J Feller,Julie A Wolter et al.
Rouzana Komesidou et al.
Developmental language disorder (DLD) and dyslexia are common but under-identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under-identification of DLD ...
Cross-linguistic contributions of acoustic cues and prosodic awareness to first and second language vocabulary knowledge [0.03%]
语音线索和韵律意识在第一语言和第二语言词汇知识中的跨语言作用研究
Wei-Lun Chung,Linda Jarmulowicz,Gavin M Bidelman
Wei-Lun Chung
Background: Several studies have revealed that prosody contributes to reading acquisition. However, the relation between awareness of prosodic patterns and different facets of language ability (e.g., vocabulary knowledge)...
Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles [0.03%]
选择性视觉注意力技能不同预测阅读能力剖面图的解码和阅读理解表现
Hope Sparks Lancaster,Jing Li,Shelley Gray
Hope Sparks Lancaster
Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading di...
Lorna G Hamilton,Marianna E Hayiou-Thomas,Margaret J Snowling
Lorna G Hamilton
Background: Shared storybook reading is an important context for language learning and often constitutes young children's first encounter with the printed word. The quality of early shared reading interactions is a known ...
Vocabulary accessibility and acquisition: do you get more from a financestor or a sociophite? [0.03%]
词汇可获取性和习得性：你会更擅长金融词汇还是社会词汇？
Katherine S Binder,Kathryn A Tremblay,Alison Joseph
Katherine S Binder
Background: The purpose of the current study was to examine how the morphological structure of a real word or novel word affected the incidental vocabulary learning of participants and to examine how these target items ar...
Experiencing literature on the e-reader: the effects of reading narrative texts on screen [0.03%]
在电子阅读器上体验文学：屏幕阅读叙述文本的影响
Annika Schwabe,Lukas Brandl,Hajo G Boomgaarden et al.
Annika Schwabe et al.
Background: The digitalisation of literature is proliferating, and the increasing spread of digital reading devices and the availability of digital texts is likely to make books on screen a lasting phenomenon, but little ...
What Methods of Scoring Young Children's Spelling Best Predict Later Spelling Performance? [0.03%]
哪些评分方法能够最好地预测儿童今后拼写能力的发展？
Rebecca Treiman,Markéta Caravolas,Brett Kessler
Rebecca Treiman
Background: Children's spellings are often scored as correct or incorrect, but other measures may be better predictors of later spelling performance. Meth...
How Do Perceptions of Importance Support From a Reading Intervention Affect Students' Motivation, Engagement, and Comprehension? [0.03%]
学生对阅读干预支持重要性的感知如何影响其动机、参与度和理解力？
Emily Q Rosenzweig,Allan Wigfield,Hanna Gaspard et al.
Emily Q Rosenzweig et al.
Interventions can enhance students' motivation for reading, but few researchers have assessed the effects of the specific motivation-enhancing practices that comprise these interventions. Even fewer have evaluated how students' perceptions ...
The development of stress sensitivity and its contribution to word reading in school-aged children [0.03%]
压力敏感性的发展及其在学校年龄儿童单词阅读中的作用
Candise Y Lin,Min Wang,Rochelle S Newman et al.
Candise Y Lin et al.
Background: This study examined the development of stress sensitivity and its relationship with word reading. Previous research has rarely measured phoneme and stress sensitivity in the same task, making a direct comparis...