Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten [0.03%]
执行功能对幼儿园小朋友解码和阅读理解的直接影响及间接影响
Stephanie L Haft,Jocelyn N Caballero,Hiroko Tanaka et al.
Stephanie L Haft et al.
Extant research is increasingly recognizing the contribution of executive function (EF) to reading comprehension alongside established predictors like word decoding and oral language. The nature of the association between EF and reading com...
The Influences of Multiple Informants' Ratings of Inattention on Preschoolers' Emergent Literacy Skills Growth [0.03%]
多重报告者关于学龄前儿童注意力缺陷的评估对其新生读写技能发展的影响
Darcey M Allan,Nicholas P Allan,Christopher J Lonigan et al.
Darcey M Allan et al.
There is strong evidence that inattention is a correlate of reading-related skills; however, less research has examined the unique and longitudinal relations between multiple informants' ratings of inattention and the development of early r...
Associations of Attention Deficit Hyperactivity Disorder (ADHD) at School Entry with Early Academic Progress in Children Born Prematurely and Full-Term Controls [0.03%]
学龄前注意缺陷多动障碍与早产儿和足月儿早期学业进步的关系
H Gerry Taylor,Leah Orchinik,Mary A Fristad et al.
H Gerry Taylor et al.
Emotion regulation mediates the relationship between verbal learning and internalizing, trauma-related and externalizing symptoms among early-onset, persistently delinquent adolescents [0.03%]
情绪调节在语言学习与早期持续违法青少年的内化、创伤相关及外化症状之间的关系中起中介作用
Amy E Lansing,Wendy Y Plante,Shahrokh Golshan et al.
Amy E Lansing et al.
Research supports cascading relationships among internalizing and externalizing symptoms, and academic problems. This constellation of problems characterizes Early-Onset/Persistent Delinquent [EOPD] youth and appropriately targeted interven...
Multidimensionality in the Measurement of Math-Specific Anxiety and its Relationship with Mathematical Performance [0.03%]
数学焦虑的多维测量及其与数学成绩关系的研究
Sarah L Lukowski,Jack B DiTrapani,Minjeong Jeon et al.
Sarah L Lukowski et al.
Traditionally, mathematical anxiety has been utilized as a unidimensional construct. However, math-specific anxiety may have distinguishable factors, and taking these factors into account may better illuminate the relationship between anxie...
Nicole Sparapani,Carol McDonald Connor,Stephanie Day et al.
Nicole Sparapani et al.
School readiness includes a constellation of skills and behaviors, such as social and emotional development, language and literacy, and self-regulation that provide a basis critical for classroom participation and learning. Whereas it has b...
Heritability and longitudinal outcomes of spelling skills in individuals with histories of early speech and language disorders [0.03%]
早期语言障碍个体的拼写技能遗传度及纵向结果研究
Barbara A Lewis,Lisa Freebairn,Jessica Tag et al.
Barbara A Lewis et al.
This study examined the spelling skills in middle childhood and adolescence in individuals with histories of early childhood speech sound disorders (SSD) with and without language impairment (LI). Youth without such histories were also incl...
Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill? [0.03%]
初始学习分数的意义对学生来说是否面临类似的挑战？这些学生具有不同程度的一位数技能。
Jessica M Namkung,Lynn S Fuchs,Natalie Koziol
Jessica M Namkung
The purposes of this study were to (a) explore whether early fractions understanding at 4th grade is differentially challenging for students with versus without adequate whole-number competence and (b) identify specific whole-number skill a...
Florina Erbeli,Sara A Hart,Young-Suk Grace Kim et al.
Florina Erbeli et al.
Researchers have identified sources of individual differences in writing across beginning and developing writers. The aim of the present study was to further clarify the sources of this variability by investigating the extent to which there...
Jeanette Taylor,Chelsea R Ennis,Sara A Hart et al.
Jeanette Taylor et al.
The goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 (M = 12.08; SD = 1.62) wer...