Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate [0.03%]
计算机辅助的四年级学生连默读速率和策略训练风险小组
Jasmin Niedo,Yen Ling Lee,Zvia Breznitz et al.
Jasmin Niedo et al.
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment (n=...
Anxiety, Depression, and Coping Skills Among Mexican School Children: A Comparison of Students With and Without Learning Disabilities [0.03%]
墨西哥学龄儿童的焦虑、抑郁和应对技能：学习障碍学生与普通学生的比较研究
Julia Gallegos,Audra Langley,Diana Villegas
Julia Gallegos
The purpose of this study was to compare severity and risk status for anxiety and depression with coping skills among 130 Mexican school children with learning disabilities (LD) and 130 school children without LD. This research is the first...
The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students [0.03%]
整体评分复述协议在确定中学生阅读理解能力方面的有效性的研究
Deborah K Reed,Sharon Vaughn,Yaacov Petscher
Deborah K Reed
In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eigh...
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice [0.03%]
数学障碍学生的密集干预：有效实践的七大原则
Lynn S Fuchs,Douglas Fuchs,Sarah R Powell et al.
Lynn S Fuchs et al.
The focus of this article is intervention for third - grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. W...