What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools [0.03%]
当前阅读干预受益者与former阅读干预受益者的阅读成长的环境因素之比较：多水平学生和学校数据分析
Garret J Hall,Peter M Nelson,David C Parker
Garret J Hall
School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e...
Graph Out Loud: Pre-Service Teachers' Data Decisions and Interpretations of CBM Progress Graphs [0.03%]
图表大声说出来：准教师对CBM进步图的数据决策和解释
Jessica R Toste,Marissa J Filderman,Nathan H Clemens et al.
Jessica R Toste et al.
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and C...
Derivational Morphology Training in French-Speaking, 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does it Improve Morphological Awaraness, Reading and Spelling Outcome Measures? [0.03%]
法语儿童和青少年发育性阅读障碍患者的派生形态学训练：能否提高形态意识，改善阅读和拼写效果？
Estelle Ardanouy,Pascal Zesiger,Hélène Delage
Estelle Ardanouy
Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in individuals with DD...
Dysgraphia Differs Between Children With Developmental Coordination Disorder and/or Reading Disorder [0.03%]
发育性运动障碍和/或阅读障碍的儿童在书写困难上存在差异
Caroline Jolly,Marianne Jover,Jérémy Danna
Caroline Jolly
Handwriting deficits, or dysgraphia, are present in several neurodevelopmental disorders. To investigate whether dysgraphia differs according to the associated disorder, we performed a detailed analysis of handwriting in children with devel...
Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review [0.03%]
有 intensive 学习需求的学生的数据驱动教学的实施驱动力量：系统性回顾
Seohyeon Choi,Emma Shanahan,Bess Casey-Wilke et al.
Seohyeon Choi et al.
Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic ...
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children's Reading Trajectories [0.03%]
赋予学校实施有效基于研究的阅读补救措施以实现儿童阅读轨迹的长期改进
Erin J Panda,Trisha Woehrle,Jan C Frijters et al.
Erin J Panda et al.
There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is...
A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making? [0.03%]
系统回顾实践者聚焦期刊中有关基于进展的教育决策的文献：我们讨论教学决策吗？
Erica C Fry,Jessica R Toste,Beth R Feuer et al.
Erica C Fry et al.
Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting D...
Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee [0.03%]
干预教学与特定学习障碍识别方法：来自田纳西州的证据
Allison F Gilmour,Justin Harper,Blair Lloyd et al.
Allison F Gilmour et al.
Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U...
Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention [0.03%]
一年级数学干预项目的效果验证：数概念和运算能力达标情况
Christian T Doabler,Ben Clarke,Jessica E Turtura et al.
Christian T Doabler et al.
Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual ...
Randomized Controlled Trial
Journal of learning disabilities. 2024 Jul-Aug;57(4):224-241. DOI:10.1177/00222194231209017 2024
Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School [0.03%]
中学接受干预学生的阅读教学交互评价
Scott K Baker,Patrick C Kennedy,Dean Richards et al.
Scott K Baker et al.
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit in...