Rebecca Treiman,Jacqueline Hulslander,Erik G Willcutt et al.
Rebecca Treiman et al.
The goal of the present study was to test theories about the extent to which individual differences in word reading align with those in spelling and the extent to which other cognitive and linguistic skills play different roles in word read...
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text [0.03%]
词间处理和文本级技能对流畅阅读（非）单词列表和文本的贡献
Sietske van Viersen,Angeliki Altani,Peter F de Jong et al.
Sietske van Viersen et al.
Recent studies have shown that fluent reading of word lists requires additional skills beyond efficient recognition of individual words. This study examined the specific contribution of between-word processing (sequential processing efficie...
Evaluating the structural and predictive validity of a derivational morphology task with struggling adult readers [0.03%]
在阅读有困难的成人读者中评估衍生形态任务的结构和预测效度
Gal Kaldes,Elizabeth L Tighe
Gal Kaldes
The purpose of this study was to (a) examine the underlying assessment structure of the Derivational Morphology Task (DMORPH) and (b) investigate the relation of the DMORPH to vocabulary and reading comprehension outcomes with a sample of s...
Examining the Heterogeneous Early Literacy Profiles of First-Grade Students Who Are English Learners [0.03%]
探究一年级英语学习者不同的早期读写能力特征
Isabel Vargas,Mia C Daucourt,Colby Hall et al.
Isabel Vargas et al.
This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and lang...
Longitudinal Predictors of Word Reading for Children with Williams Syndrome [0.03%]
威廉姆斯综合征儿童阅读能力纵向预测因素研究
Caroline G Richter,Cláudia Cardoso-Martins,Carolyn B Mervis
Caroline G Richter
We examined the cognitive, language, and instructional predictors of early word-reading ability in a sample of children with Williams syndrome longitudinally. At Time 1, sixty-nine 6-7-year-olds (mean age = 6.53 years) completed standardize...
Teaching argument writing in math class: challenges and solutions to improve the performance of 4th and 5th graders with disabilities [0.03%]
数学课堂上的论证写作教学：挑战与解决方案，以提高四、五年级残疾学生的学业成绩
Sharlene A Kiuhara,Joel R Levin,Malynda Tolbert et al.
Sharlene A Kiuhara et al.
Incorporating argument writing as a learning activity has been found to increase students' mathematics performance. However, teachers report receiving little to no preservice or inservice preparation to use writing to support students' lear...
A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2 [0.03%]
增加有意义写作对一、二年级学生影响的纵向干预研究
Gustaf B Skar,Steve Graham,Alan Huebner et al.
Gustaf B Skar et al.
The current study examined the effectiveness of a writing is caught approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts....
Predicting variation in word decoding development in deaf and hard-of-hearing children [0.03%]
手语使用者儿童单词解码能力的发展预测研究
Sascha Couvee,Loes Wauters,Harry Knoors et al.
Sascha Couvee et al.
Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare...
The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents [0.03%]
日本青少年书法准确性对读写能力的独特贡献
Sadao Otsuka,Toshiya Murai
Sadao Otsuka
There is widespread concern about declining literacy skills in recent young Japanese. The present study investigated how higher-level reading and writing proficiencies are underpinned by basic literacy skills in Japanese adolescents. From a...
Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing [0.03%]
合作中的论证：显性教学与协作写作对中学生议论文写作的影响
Yana Landrieu,Fien De Smedt,Hilde Van Keer et al.
Yana Landrieu et al.
This paper has investigated the importance of explicit instruction and collaborative writing on (a) argumentative writing performance and (b) self-efficacy for writing of secondary school students. This intervention study additionally aimed...