Technical Features of Sentence-Level Curriculum-Based Measures and Language Sample Analysis for Students With Writing Difficulties [0.03%]
句子水平的以课程为基础的评价及困难写作学生的语言样本分析的技术特征
Emily A Reno,Seohyeon Choi,Kristen L McMaster et al.
Emily A Reno et al.
Given oral language's role in writing proficiency and to address measurement issues in oral and written language, we trialed complementary scoring metrics in language sample analysis (LSA) with the sentence-level Picture Word Writing Curric...
Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities [0.03%]
探索学习障碍学生数字数学评估的时间使用情况
Xin Wei
Xin Wei
This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis...
Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures [0.03%]
基于常用读写能力评估手段的语言多样性学生和英语单一语言学生的成绩与成长的比较研究
Lillian Durán,Julian M Siebert,Mónica Zegers et al.
Lillian Durán et al.
In the context of increasing legislative emphasis on universal screening for reading problems, the accurate and equitable assessment of English learners (ELs) remains a pressing concern. This study examines how kindergarten and first-grade ...
Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study [0.03%]
促进三年级有或有数学学习困难风险的学生的乘法推理能力的一项初步研究
Victoria Sanchez,Asha K Jitendra,Michael Harwell et al.
Victoria Sanchez et al.
This study investigated the efficacy of a Tier 2 multiplicative reasoning (MR) intervention designed to help third-grade students at risk for mathematics difficulties (MD) develop conceptual understanding of MR. The MR intervention included...
Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties [0.03%]
面向数学学习困难学生的小组分数词汇和算术干预的独有及结合效果
Xin Lin,Juehang Zhang,Haorui Cui et al.
Xin Lin et al.
The purpose of this study was to assess the effects of a fraction vocabulary intervention with fraction arithmetic components on fraction vocabulary knowledge and fraction arithmetic competencies among fourth-grade Chinese students with mat...
The Family Quality of Life of Children With Specific Learning Disabilities, Attention-Deficit Hyperactivity Disorder, and Their Co-Occurrence: A Cross-Sectional Study [0.03%]
一项横断面研究：学习障碍、注意力缺陷多动症及其共病对儿童家庭生活质量的影响
Di Chao Liang,Kean Poon,Yen Na Yum
Di Chao Liang
Research on Family Quality of Life (FQoL) has increasingly focused on the impact of learning disabilities on families. However, there is a lack of comprehensive understanding of how Specific Learning Disabilities (SpLD) or Attention-Deficit...
High-Incidence Learning-Related Disabilities, Gender, and Educational and Employment Outcomes in Young Adulthood [0.03%]
学习障碍、性别与年轻人的教育和就业结果
Julia Stamp,Véronique Dupéré,Mathieu Pelletier-Dumas et al.
Julia Stamp et al.
The transition into post-secondary education or employment presents significant challenges for youth with high-incidence disabilities affecting learning, most commonly learning disabilities and attention-deficit/hyperactivity disorder. To d...
Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems? [0.03%]
共病阅读和数学困难的儿童是否存在更多的内部化问题？
Ana Paula Alves Vieira,George K Georgiou,Yuliya Kotelnikova
Ana Paula Alves Vieira
We examined whether children with comorbid reading (RD) and mathematics (MD) difficulties experience more internalizing problems (anxiety, depression, somatic complaints, and social withdrawal) than children without comorbidity. In addition...
Identifying Emergent Bilinguals at Risk for Reading Difficulties: A Systematic Review of Criterion-Validity of Existing Assessments [0.03%]
识别阅读困难的新兴双语者风险：现有评估标准有效性的系统评价
Jialin Lai,Marianne Rice,Juan F Quinonez-Beltran et al.
Jialin Lai et al.
Existing language and literacy assessments have been widely validated and applied among monolingual students to identify those at risk for difficulties in reading, yet for emergent bilingual students (EBs), the effectiveness of current asse...