A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students [0.03%]
基础技能和阅读干预措施对小学阶段学生阅读理解影响的元分析研究
Carolyn A Denton,Colby Hall,Eunsoo Cho et al.
Carolyn A Denton et al.
This meta-analysis examined the effects on reading comprehension of foundational reading skills and multicomponent reading interventions provided to students with or at risk for reading difficulties or disabilities (students with RDs) in ki...
Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects [0.03%]
是治疗弱还是测试不敏感：探究项目难度以阐明阅读干预效果的性质
David J Francis,Paulina A Kulesz,Shiva Khalaf et al.
David J Francis et al.
Intervention research in education is sometimes criticized for the use of experimenter developed assessments, especially when these are over aligned with treatment. At the same time, intervention researchers sometimes prefer locally develop...
Stress development during emergency remote teaching in higher education [0.03%]
疫情期间高等学校远程应急教学中的压力分析与发展对策——以美国大学为例
Ramona Obermeier,Michaela Gläser-Zikuda,Svenja Bedenlier et al.
Ramona Obermeier et al.
Higher education includes e-learning in addition to on-site learning. Still, the shift to Emergency Remote Teaching (ERT) as reaction to the Covid-19 pandemic in the summer semester 2020, presented a challenging situation for students. Cros...
What components of working memory are associated with children's reading skills? [0.03%]
工作记忆的哪些成分与儿童的阅读技能有关？
Brittany M Morris,Christopher J Lonigan
Brittany M Morris
Working memory (WM) is a potentially important factor related to the development of and performance in reading skills. This study examined the differential relations between two components of the WM system (i.e., storage, processing) and re...
Does Cardiorespiratory Fitness Knowledge Carry Over in Middle School Students? [0.03%]
初中生心肺健康知识会迁移到实际运动中吗？
Yubing Wang,Tan Zhang,Ray Schweighardt et al.
Yubing Wang et al.
Conceptual knowledge development in physical education is critical to helping learners become physically literate. Understanding physical education learners' long-term knowledge development is one of the first steps in designing effective c...
The Role of Knowledge Availability in Forming Inferences with Rural Middle Grade English Learners [0.03%]
知识可得性在形成农村中年级英语学习者推理过程中的作用
Amy E Barth,Johny Daniel,Gregory Roberts et al.
Amy E Barth et al.
We investigated differences in knowledge-based inferencing between rural, middle grade monolingual English-speaking students and English learners. Students were introduced to facts about an imaginary planet Gan followed by a multi-episode s...
A Longitudinal Study on Bidirectional Relations between Executive Functions and English Word-Level Reading in Chinese American Children in Immigrant Families [0.03%]
移民家庭中美籍华人儿童英语单词阅读理解与执行功能双向关系的纵向研究
Ezra Mauer,Qing Zhou,Yuuko Uchikoshi
Ezra Mauer
This two-wave (1.5 years apart) longitudinal study examined the bidirectional relations between measures of executive function (EF; working memory, attention focusing, inhibitory control, and a comprehensive EF measure) and two types of Eng...
Childhood growth in math and reading differentially predicts adolescent non-ability-based confidence: An examination in the SECCYD [0.03%]
儿童的数学和阅读成长以不同方式预测青少年非能力素养信心：来自SECCYD的数据调查
Randi L Vogt,Joey T Cheng,Daniel A Briley
Randi L Vogt
Non-ability-based confidence is one of the most pervasive human psychological biases. It is a part of a family of confidence judgments, including overconfidence and metacognitive calibration accuracy, defined by a discrepancy between self-p...
The relationship between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4 [0.03%]
认知技能与叙事文本和说明文阅读理解之间的关系：一项从一年级到四年级的纵向研究
Yan Wu,Laura A Barquero,Sage E Pickren et al.
Yan Wu et al.
Following the increased emphasis on expository text in early grades, this study examined narrative and expository reading comprehension growth in a sample of children who were followed longitudinally from grades 1 to 4, with the goals of ex...
Achievement attributions are associated with specific rather than general learning delays [0.03%]
成绩归因与特定学习延迟而非一般学习延迟有关
Kimberley C Tsujimoto,Jan C Frijters,Richard Boada et al.
Kimberley C Tsujimoto et al.
The causal attributions that children make for success and failure have been associated with later reading motivation and ability perceptions, which have the potential to impact future task engagement. Few studies have investigated whether ...