How Many Pathways Underlie Socioeconomic Differences in the Development of Cognition and Achievement? [0.03%]
经济社会差异影响认知和学业成就的发展路径有多少种？
Elliot M Tucker-Drob
Elliot M Tucker-Drob
Children whose parents have higher education enjoy greater age-linked gains in cognitive abilities and academic achievement. Different researchers have typically focused on different outcomes, and the extent to which parental education rela...
Understanding the science-learning environment: A genetically sensitive approach [0.03%]
了解学习科学的环境：一种基因敏感的方法
Claire M A Haworth,Oliver S P Davis,Ken B Hanscombe et al.
Claire M A Haworth et al.
Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and...
Treatment Effects for Older Struggling Readers: An Application of Moderated Mediation [0.03%]
struggling读者的治疗效果：调节中介作用的应用分析
Greg Roberts,Jack M Fletcher,Karla K Stuebing et al.
Greg Roberts et al.
This study used multigroup structural equations to evaluate the possibility that a theory-driven, evidence-based, yearlong reading program for sixth-grade struggling readers moderates the interrelationships among elements of the simple mode...
Beau Abar,Caitlin C Abar,Melissa Lippold et al.
Beau Abar et al.
This study addressed (1) whether there were unique profiles of student self-reported reasons for attending school among 10(th) graders, (2) whether these profiles were differentially associated with late high-school dropout, and (3) whether...
Genetic and environmental etiologies of reading difficulties: DeFries-Fulker analysis of reading performance data from twin pairs and their nontwin siblings [0.03%]
阅读困难的遗传和环境成因：双胞胎及其非双胞胎兄弟姐妹阅读表现数据的DeFries-Fulker分析
Raven L Astrom,Sally J Wadsworth,Richard K Olson et al.
Raven L Astrom et al.
Reading performance data from 254 pairs of identical (MZ) and 420 pairs of fraternal (DZ) twins, 8.0 to 20.0 years of age, were subjected to multiple regression analyses. An extension of the DeFries-Fulker (DF) analysis (DeFries & Fulker, 1...
Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood [0.03%]
基因与社会经济地位的交互作用通过学习动机影响学龄前儿童的数学成绩
Elliot M Tucker-Drob,K Paige Harden
Elliot M Tucker-Drob
There is accumulating evidence that genetic influences on achievement are more pronounced among children living in higher socioeconomic status homes, and that these gene-by-environment interactions occur prior to children's entry into forma...
Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach [0.03%]
学前儿童社交情感学习对入学成就的影响：一种以人为主体的方法
Susanne A Denham,Hideko H Bassett,Melissa Mincic et al.
Susanne A Denham et al.
Examined how aspects of social-emotional learning (SEL)-specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation-clustered to typify groups of children who differ in terms of their motivat...
Young-Suk Kim,Stephanie Al Otaiba,Cynthia Puranik et al.
Young-Suk Kim et al.
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language...
The importance of measuring growth in response to intervention models: Testing a core assumption [0.03%]
反应干预模型增长的重要性：测试核心假设的一种方法
Christopher Schatschneider,Richard K Wagner,Elizabeth C Crawford
Christopher Schatschneider
A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for ident...
Pubertal development of the understanding of social emotions: Implications for education [0.03%]
青春期社会情绪理解的发展：对教育的启示
Stephanie Burnett,Stephanie Thompson,Geoffrey Bird et al.
Stephanie Burnett et al.
Recent developmental cognitive neuroscience research has supported the notion that puberty and adolescence are periods of profound socio-emotional development. The current study was designed to investigate whether the onset of puberty marks...