Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD [0.03%]
育儿方式为何重要？不同育儿方式下学习障碍/注意力缺陷多动障碍儿童和普通儿童的网络欺凌与问题性互联网使用的关系
Sigal Eden,Hila Tal
Sigal Eden
This study focuses on the pervasive issues of cyberbullying and problematic internet use (PIU) among youth, particularly in children with disabilities. To elucidate the role of parents in mitigating these challenges, the study examines the ...
Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial [0.03%]
支持基于数据的个性化早期写作教学的有效性试验
Kristen L McMaster,Erica S Lembke,Emma Shanahan et al.
Kristen L McMaster et al.
In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N =...
Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive Intervention [0.03%]
成就应激源的脆弱性：学习障碍学生需要强化干预的更多证据
Jessica M Namkung,Lynn S Fuchs
Jessica M Namkung
In this article, we introduce the term vulnerability to achievement stressors, which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of indivi...
Efficacy of Small Group Reading Intervention for Grade 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial [0.03%]
小学二三年级阅读困难学生的小班辅导效果：集群随机对照试验
Kristy Dunn,George K Georgiou,Robert Savage et al.
Kristy Dunn et al.
We examined whether Phonics + Set for Variability (SfV) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a follow-up measurement. T...
Considerations for Intensifying Word-Problem Interventions for Students With MD: A Qualitative Umbrella Review of Relevant Meta-Analyses [0.03%]
针对数学学习障碍学生强化情境应用题干预的思考——相关Meta分析的伞式评价研究
Jonte A Myers,Tessa L Arsenault,Sarah R Powell et al.
Jonte A Myers et al.
Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing individualized and in...
The Prevalence of Specific Learning Difficulties in Higher Education: A Study of UK Universities Across 12 Academic Years [0.03%]
英国高校特定学习困难的流行率：一项为期12年的研究
Nicola Brunswick,Nathan J Wilson,Ian Kruger et al.
Nicola Brunswick et al.
Specific learning and attention difficulties are often first identified in childhood, but they can cause lifelong academic and occupational challenges. We explored the prevalence of these difficulties and the representation of sex and ethni...
The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children: A Cross-Sectional Network Analysis [0.03%]
中国一年级儿童阅读相关认知和生态变量的全球及局部模式：横断面网络分析
Ziqian Wei,Lei Wang,Zhengye Xu et al.
Ziqian Wei et al.
In the current study, we tested a network model of reading difficulty by using state-of-the-art psychological network analysis. Four hundred and fifty-three Chinese first-grade children (about 38% female, mean age = 7.00, SD = 0.41) were di...
Tuire Koponen,Kenneth Eklund,Kaisa Aunola et al.
Tuire Koponen et al.
The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at w...
Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction [0.03%]
探究教师基于数据的教学法的持续应用之影响因素
Jechun An,Emma Shanahan,Seohyeon Choi et al.
Jechun An et al.
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teach...
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis [0.03%]
关于基于数据的个别化教学的师资支持：元分析与综合述评
Emma Shanahan,Seohyeon Choi,Jechun An et al.
Emma Shanahan et al.
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The firs...