An Individual Differences Examination of the Relation between Reading Processes and Comprehension [0.03%]
从个体差异角度对阅读过程和理解之间的关系进行考察
Debra L Long,Erin M Freed
Debra L Long
Previous research has generally focused on understanding individual variation in either on-line processing or off-line comprehension even though some theories explicitly link difficulty in processing to comprehension problems. The goal of t...
Readers Recruit Executive Functions to Self-Correct Miscues During Oral Reading Fluency [0.03%]
读者在口述阅读流畅性中招募执行功能自我纠正错误
Tin Q Nguyen,Stephanie N Del Tufo,Laurie E Cutting
Tin Q Nguyen
Reading fluency undoubtedly underlies reading competence; yet, the role of executive functions (EF) is less well understood. Here, we investigated the relationship between children's reading fluency and EF. Children's (n = 82) reading and l...
The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5 [0.03%]
综述了对四年级和五年级阅读障碍学生进行释义和文本结构干预对其主旨生成和阅读理解的影响
Elizabeth A Stevens,Sharon Vaughn,Lexy House et al.
Elizabeth A Stevens et al.
This study examined the effects of a small group intervention targeting paraphrasing and text structure instruction on the main idea generation and reading comprehension of students with reading disabilities in Grades 4 and 5. Students (N =...
Considering the Role of Executive Function in Reading Comprehension: A Structural Equation Modeling Approach [0.03%]
考虑执行功能在阅读理解中的作用：结构方程建模方法
Mercedes Spencer,Miranda C Richmond,Laurie E Cutting
Mercedes Spencer
In the present study, we used latent variable structural equation modeling to investigate relations between oral language, decoding, and two components of executive function (cognitive flexibility and working memory) and reading comprehensi...
The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial [0.03%]
ADHD治疗和阅读干预对具有阅读困难的ADHD儿童的阅读流利度和理解力的影响：一项随机临床试验
Carolyn A Denton,Leanne Tamm,Christopher Schatschneider et al.
Carolyn A Denton et al.
Many students with reading difficulties and disabilities (RD) also have Attention Deficit/Hyperactivity Disorder (ADHD). This randomized clinical trial compared the effects of ADHD treatment alone (medication, parent training), intensive re...
Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk during Literacy Instruction using COLT [0.03%]
预测二三年级学生的阅读理解能力的提升：在读写教学中观察学生和同学的发言使用COLT
Carol McDonald Connor,Benjamin Kelcey,Nicole Sparapani et al.
Carol McDonald Connor et al.
This paper introduces a new observation system that is designed to investigate students' and teachers' talk during literacy instruction, Creating Opportunities to Learn from Text (COLT). Using video-recorded observations of 2nd-3rd grade li...
The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities [0.03%]
集合在不规则单词阅读中的变异性作用：典型发展读者和有阅读障碍风险的学生的单词和儿童预测因素
Laura M Steacy,Lesly Wade-Woolley,Jay G Rueckl et al.
Laura M Steacy et al.
In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child's ability to address the mism...
Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention [0.03%]
阅读能力、多动和注意力不集中与因果推断之间的关系
Kimberley C Tsujimoto,Richard Boada,Stephanie Gottwald et al.
Kimberley C Tsujimoto et al.
The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling...
Lauren M McGrath,Robin L Peterson,Bruce F Pennington
Lauren M McGrath
The multiple deficit model (MDM) was proposed because the prevailing single-deficit model provided an inadequate account of atypical neuropsychological development. Across methods and levels of analysis, there has been support for the two f...
Kristina Moll,Melanie Gangl,Chiara Banfi et al.
Kristina Moll et al.
Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated th...