Yusra Ahmed,Shawn Kent,Paul T Cirino et al.
Yusra Ahmed et al.
Research suggests that executive function, motivation, transcription, and composition processes are implicated in the writing quality and productivity of children with and without learning difficulties. However, numerous components embedded...
The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade [0.03%]
第四、五 grade 苦读学生中的阅读焦虑的作用
Kelly T Macdonald,Paul T Cirino,Jeremy Miciak et al.
Kelly T Macdonald et al.
Cognitive predictors of reading are well known, but less is understood about the roles of "noncognitive" factors, including emotional variables such as anxiety. While math anxiety has been a focus of study, its analogue in the reading liter...
Average One Year Change in Lexical Measures of Written Narratives for School Age Students [0.03%]
学龄学生书面叙事的词汇指标一年变化的平均值
Carla L Wood,Christopher W Schatschneider,Sara Hart
Carla L Wood
Lynn S Fuchs,Douglas Fuchs,Pamela M Seethaler et al.
Lynn S Fuchs et al.
The focus of this article is the role of language comprehension within word-problem solving (WPS). The role of the language comprehension in WPS is explained, and an overview of research illustrating language comprehension's contribution to...
The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in the Fourth Grade [0.03%]
四年级阅读障碍学生的阅读流畅度和解码能力对其阅读理解的贡献率分析
Eun Young Kang,Mikyung Shin
Eun Young Kang
The purpose of this study was to investigate the contribution of decoding and reading fluency on reading comprehension and how it differs across different types of comprehension measures among fourth-grade students with reading difficulties...
The Impact of Transcription Writing Interventions for First-Grade Students [0.03%]
针对一年级学生的记录写作干预的影响
Jeanne Wanzek,Brandy Gatlin,Stephanie Al Otaiba et al.
Jeanne Wanzek et al.
We examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, (b...
End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? [0.03%]
期末识字成果：拼写错误分析数据如何用于指导初期阅读教学？
Julia Ai Cheng Lee,Stephanie Al Otaiba
Julia Ai Cheng Lee
In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. T...
An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers? [0.03%]
对非裔美国学生幼儿园语言能力的考察——与同龄人相比是否有显著差异？
Brandy Gatlin,Jeanne Wanzek,Stephanie Al Otaiba
Brandy Gatlin
Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exp...
Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? [0.03%]
专业发展：通过区分第一层级教学来提升幼儿园教学质量：已经有效的教师能够通过区分第一层级教学来改善学生的学习成果吗？
Stephanie Al Otaiba,Jessica S Folsom,Jeannie Wanzek et al.
Stephanie Al Otaiba et al.
Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of ...
Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers [0.03%]
阅读理解的神经生物学基础：熟练读者和阅读障碍者词水平和句篇水平加工的神经影像学研究启示
Nicole Landi,Stephen J Frost,W Einar Menc et al.
Nicole Landi et al.
For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning and then they must string the meanings of many words together to form a representation of the text. Furthermore, re...