Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices? [0.03%]
关于写作和智力的可塑性信念：特殊教育与普通教育教师的思维理论预测其写作教学实践吗？
Steve Graham,Stephen Ciullo,Alyson Collins
Steve Graham
Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as the...
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial [0.03%]
基于技术的早期语言理解干预的有效性：一项随机对照试验
Kristen L McMaster,Panayiota Kendeou,Jasmine Kim et al.
Kristen L McMaster et al.
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identi...
Randomized Controlled Trial
Journal of learning disabilities. 2024 May-Jun;57(3):139-152. DOI:10.1177/00222194231182974 2024
Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee [0.03%]
特殊教育的代表性趋势因语言状况而异：田纳西州代表性不足的证据
Jeannette Mancilla-Martinez,Min Hyun Oh,Gigi Luk et al.
Jeannette Mancilla-Martinez et al.
Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-profi...
Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty [0.03%]
新冠疫情导致的严重学习损失及对阅读和数学有合并症的学生远程干预的研究展望
Lynn S Fuchs,Pamela M Seethaler,Douglas Fuchs et al.
Lynn S Fuchs et al.
Analyses were conducted with second graders, drawn from an ongoing multi-cohort randomized controlled trial (RCT), who had been identified for RCT entry based on comorbid reading comprehension and word-problem solving difficulty. To estimat...
Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness [0.03%]
针对形态意识薄弱的三年级学生开展形态解码直接教学和形态探究分析干预的比较研究
Robert Savage,Kristina Maiorino,Kristina Gavin et al.
Robert Savage et al.
We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other...
Randomized Controlled Trial
Journal of learning disabilities. 2024 Mar-Apr;57(2):120-136. DOI:10.1177/00222194231161117 2024
Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study [0.03%]
序列处理在音乐中的预测年轻读者的阅读技能：一项纵向研究
Paulo E Andrade,Daniel Müllensiefen,Olga V C A Andrade et al.
Paulo E Andrade et al.
Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship betwe...
Review of State Policies and Guidance for the Identification of Culturally and Linguistically Minoritized Students With Specific Learning Disabilities [0.03%]
美国少数族裔和语言少数群体特定学习障碍学生识别的国家政策及指导意见综述
Bryn Harris,Tara Kulkarni,Amanda L Sullivan
Bryn Harris
The identification of specific learning disabilities (SLD) remains fraught with controversy and uncertainty about professionals' capacity to appropriately identify special education eligibility. For students from linguistically minoritized ...
Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity [0.03%]
基于数据的写作教学中教师预测学生进步的因素：知识、技能、信念和教学忠实度
Emma Shanahan,Kristen L McMaster,Britta Cook Bresina et al.
Emma Shanahan et al.
Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as w...
Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities [0.03%]
学习障碍儿童与正常儿童的模仿技能和写作能力比较研究
Anna Maria Re,Francesca De Vita,Cesare Cornoldi et al.
Anna Maria Re et al.
Copying a text quickly and accurately is important both in school and in daily life. However, this skill has never been systematically studied, either in children with typical development (TD) or in children with specific learning disabilit...
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors [0.03%]
学习障碍大学生的学业成就与求学满意度：软技能和学习因素的影响作用分析
Nicole Casali,Chiara Meneghetti,Carla Tinti et al.
Nicole Casali et al.
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between student...