Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness" [0.03%]
事件相关电位预测阅读发展：以不同于传统方式的指标来衡量“反应性”
Christopher J Lemons,Alexandra P F Key,Douglas Fuchs et al.
Christopher J Lemons et al.
The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth o...
A longitudinal analysis of sex differences in math and spatial skills in primary school age children [0.03%]
基于学龄前儿童的纵向研究探究性别差异对数学及空间能力的影响
Jennifer A Lachance,Michèle M M Mazzocco
Jennifer A Lachance
We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school dist...
The Importance of Number Sense to Mathematics Achievement in First and Third Grades [0.03%]
第一和第三年级数学成就中的数量意识的重要性
Nancy C Jordan,Joseph Glutting,Chaitanya Ramineni
Nancy C Jordan
Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at th...
The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties [0.03%]
具有数学困难的学生战略性计数指导（搭配和不搭配刻意练习）对数字组合技能的影响
Lynn S Fuchs,Sarah R Powell,Pamela M Seethaler et al.
Lynn S Fuchs et al.
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficultie...
Mathematical Disabilities: Reflections on Cognitive, Neuropsychological, and Genetic Components [0.03%]
数学障碍：认知、神经心理学和遗传因素的反思
David C Geary
David C Geary
The collection of articles in this special issue and related studies over the past decade provides a fine example of the substantial progress that has been made in our understanding and remediation of mathematical learning disabilities and ...
A factorial analysis of timed and untimed measures of mathematics and reading abilities in school aged twins [0.03%]
学校年龄双胞胎定时和非定时数学和阅读能力测量的因子分析
Sara A Hart,Stephen A Petrill,Lee A Thompson
Sara A Hart
The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing ...
Beau Abar,Eric Loken
Beau Abar
Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample ...
Reducing the Incidence of Early Reading Difficulties: Professional Development for Classroom Teachers vs. Direct Interventions for Children [0.03%]
减少阅读困难的发生率：教师职前教育与直接对学生进行干预的对比研究
Donna M Scanlon,Lynn M Gelzheiser,Frank R Vellutino et al.
Donna M Scanlon et al.
Sharon Vaughn,Jack M Fletcher,David J Francis et al.
Sharon Vaughn et al.
Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the applica...
Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis [0.03%]
美国、澳大利亚和斯堪的纳维亚国家对早期读写能力教学的反应：行为遗传分析
Stefan Samuelsson,Brian Byrne,Richard K Olson et al.
Stefan Samuelsson et al.
Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to geneti...