The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties [0.03%]
初中生朗读、默读流利度与阅读理解之间的关系：识别和指导阅读困难学生的启示
Carolyn A Denton,Amy E Barth,Jack M Fletcher et al.
Carolyn A Denton et al.
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at...
Predicting Robust Vocabulary Growth from Measures of Incremental Learning [0.03%]
基于增量学习措施的 robust 词汇增长预测
Gwen A Frishkoff,Charles A Perfetti,Kevyn Collins-Thompson
Gwen A Frishkoff
We report a study of incremental learning of new word meanings over multiple episodes. A new method called MESA (Markov Estimation of Semantic Association) tracked this learning through the automated assessment of learner-generated definiti...
Genetic and Environmental Influences on Vocabulary and Reading Development [0.03%]
遗传和环境因素对词汇和阅读发展的影响
Richard K Olson,Janice M Keenan,Brian Byrne et al.
Richard K Olson et al.
Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary a...
Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2 [0.03%]
遗传和环境因素对注意缺陷、过度活动-冲动以及阅读的影响：从幼儿园到二年级
Jane L Ebejer,William L Coventry,Brian Byrne et al.
Jane L Ebejer et al.
Twin children from Australia, Scandinavia and the USA were assessed for inattention, hyperactivity-impulsivity and reading across the first three school years. Univariate behavior-genetic analyses indicated substantial heritability for all ...
Phonological Spelling and Reading Deficits in Children with Spelling Disabilities [0.03%]
儿童拼写障碍的发音拼写和阅读缺陷
Angela Friend,Richard K Olson
Angela Friend
Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from t...
Longitudinal Stability of Reading-Related Skills and their Prediction of Reading Development [0.03%]
阅读技能的纵向稳定性及其对阅读发展的影响
Jacqueline Hulslander,Richard K Olson,Erik G Willcutt et al.
Jacqueline Hulslander et al.
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming and IQ) at a mean ...