Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments [0.03%]
基于流畅度的筛查评估在预测阅读和数学双重障碍风险中的作用
BrittanyLee N Martin,Lynn S Fuchs
BrittanyLee N Martin
The first purpose of this study was to examine the prevalence of risk for comorbid reading and mathematics disabilities (RMD) at start of first grade, when measured in a representative sample of 3,062 students with first-grade fluency measu...
The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers [0.03%]
针对高年级阅读困难学生的密集型阅读干预项目实施一年和两年的对比研究：对阅读理解的影响
Jeremy Miciak,Garrett Roberts,W Pat Taylor et al.
Jeremy Miciak et al.
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business...
Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties [0.03%]
阅读障碍儿童和有数学困难倾向的阅读障碍儿童的音系意识及快速命名技能
Justin C Wise,Hye Kyeong Pae,Christopher B Wolfe et al.
Justin C Wise et al.
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) s...
Bobette Bouton,Laura A Barquero,John R McConnell et al.
Bobette Bouton et al.
Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment [0.03%]
面向有语言损伤风险的双语拉丁美洲儿童的未来阅读难度的准确预测
Douglas B Petersen,Ronald B Gillam
Douglas B Petersen
Sixty-three bilingual Latino children who were at risk for language impairment were administered reading-related measures in English and Spanish (letter identification, phonological awareness, rapid automatized naming, and sentence repetiti...
Cognitive Profiles Associated With Responsiveness to Fraction Intervention [0.03%]
与分数干预反应相关的认知特征profiles
Sarah K Krowka,Lynn S Fuchs
Sarah K Krowka
This study examined differences in cognitive processing between 4th-grade students who respond adequately, as opposed to inadequately, to intervention on 3 fraction outcomes: number-line estimation, calculation, and word problems. Students ...
Karla K McGregor,Natalie Langenfeld,Sam Van Horne et al.
Karla K McGregor et al.
To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.9...
Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention [0.03%]
四年级阅读辅导中有效和无效应对者的认知属性、注意力及自我效能感
Eunsoo Cho,Garrett J Roberts,Philip Capin et al.
Eunsoo Cho et al.
We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responder...
Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems? [0.03%]
计算题与应用题对学生早期代数推理能力的影响相同吗？
Sarah R Powell,Lynn S Fuchs
Sarah R Powell
According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations o...
Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer? [0.03%]
具体阅读理解障碍：主要问题、神话还是误解？
Mercedes Spencer,Jamie M Quinn,Richard K Wagner
Mercedes Spencer
The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 c...