Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts [0.03%]
阅读障碍学生阅读干预教学的意义及其影响研究
Sharon Vaughn,Jeanne Wanzek
Sharon Vaughn
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures ove...
Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension [0.03%]
阅读理解中阅读材料、学生和问题效应的新型研究方法
Amanda C Miller,Nicole Davis,Jennifer K Gilbert et al.
Amanda C Miller et al.
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These ...
Relation and interactions among reading fluency and competence for adult education learners [0.03%]
成人教育学习者阅读流利度与阅读能力的关系及相互作用
Daryl F Mellard,Emily E Fall,Kari L Woods
Daryl F Mellard
Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Sign...
Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties? [0.03%]
普通教育幼儿园课堂中学生的阅读时间及其面临阅读困难的风险分析
Shawn C Kent,Jeanne Wanzek,Stephanie Al Otaiba
Shawn C Kent
The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Ob...
Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties [0.03%]
提供给有严重阅读困难的语言多样化的中学生的方法
Carolyn A Denton,Jade Wexler,Sharon Vaughn et al.
Carolyn A Denton et al.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with m...
Using Nonword Repetition Tasks for the Identification of Language Impairment in Spanish-English Speaking Children: Does the Language of Assessment Matter? [0.03%]
西班牙语和英语双语儿童语言障碍的非词复述识别任务研究：评估的语言对测试结果有影响吗？
Vera F Gutiérrez-Clellen,Gabriela Simon-Cereijido
Vera F Gutiérrez-Clellen
The purpose of this study was twofold: (a) to evaluate the clinical utility of a verbal working memory measure, specifically, a nonword repetition task, with a sample of Spanish-English bilingual children and (b) to determine the extent to ...
Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty [0.03%]
不同类型的数学障碍儿童的早期数值能力研究
Jessica M Namkung,Lynn S Fuchs
Jessica M Namkung
The purpose of the study was to examine differences in early numerical competencies, as well as subtraction skill, as a function of children's mathematics difficulty (MD) status: computational difficulty (CD), word problem-solving difficult...
Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities [0.03%]
有和没有特定学习障碍的成人识字学习者之间的对比研究
Margaret Becker Patterson,Daryl Mellard
Margaret Becker Patterson
Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic,...
Sarah R Powell
Sarah R Powell
Solving word problems is a difficult task for students at-risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at-risk for or with LD to become more proficient at wo...
The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities [0.03%]
反复阅读和广泛阅读训练对重度阅读障碍高中生的干预效果研究
Jade Wexler,Sharon Vaughn,Greg Roberts et al.
Jade Wexler et al.
This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were ev...