Kindergarten literacy assessment of English Only and English language learner students: An examination of the predictive validity of three phonemic awareness measures [0.03%]
英语单语儿童和学习者的识字评估：三种音位意识测量的预测效度研究
Danielle L Linklater,Rollanda E O&#x;Connor,Gregory J Palardy
Danielle L Linklater
The study assessed the ability of English phonemic awareness measures to predict kindergarten reading performance and determine factors that contributed to growth trajectories on those measures for English Only (EO) and English language lea...
Measuring preschool cognitive growth while it's still happening: the Learning Express [0.03%]
学习检控仪：测量幼儿的认知成长
Paul A McDermott,John W Fantuzzo,Clare Waterman et al.
Paul A McDermott et al.
Educators need accurate assessments of preschool cognitive growth to guide curriculum design, evaluation, and timely modification of their instructional programs. But available tests do not provide content breadth or growth sensitivity over...
Incremental and predictive utility of formative assessment methods of reading comprehension [0.03%]
形成性评估阅读理解的增量和预测效用
Amanda M Marcotte,John M Hintze
Amanda M Marcotte
Formative assessment measures are commonly used in schools to assess reading and to design instruction accordingly. The purpose of this research was to investigate the incremental and concurrent validity of formative assessment measures of ...
Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context [0.03%]
自我调节，动机和中学数学成绩：年级水平和数学情境的差异性分析
Timothy J Cleary,Peggy P Chen
Timothy J Cleary
The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group diff...
Predicting change in children's aggression and victimization using classroom-level descriptive norms of aggression and pro-social behavior [0.03%]
利用教室层面的攻击和亲社会行为描述性规范预测儿童攻击和受害行为的变化
Sterett H Mercer,Janey Sturtz McMillen,Melissa E DeRosier
Sterett H Mercer
This study examined aggressive and pro-social classroom descriptive norms as predictors of change in aggression and victimization during middle childhood. Participants included 948 children in third through fifth grade. Measures of teacher-...
Families and Schools Together: an experimental study of multi-family support groups for children at risk [0.03%]
家庭与学校同行：儿童风险多家庭支持小组实验研究
Thomas R Kratochwill,Lynn McDonald,Joel R Levin et al.
Thomas R Kratochwill et al.
We evaluated a multi-family support group intervention program in elementary schools. Kindergarten through third-grade children at eight urban schools in a Midwestern university community were universally invited to participate in the Famil...
Randomized Controlled Trial
Journal of school psychology. 2009 Aug;47(4):245-65. DOI:10.1016/j.jsp.2009.03.001 2009
Anna-Lind Petursdottir,Kristen McMaster,Jennifer J McComas et al.
Anna-Lind Petursdottir et al.
The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth sl...
Examining the core: relations among reading curricula, poverty, and first through third grade reading achievement [0.03%]
审视核心内容：阅读课程、贫困与一至三年级阅读成就之间的关系
Elizabeth Coyne Crowe,Carol McDonald Connor,Yaacov Petscher
Elizabeth Coyne Crowe
Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a c...
Parental involvement in children's learning: comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD) [0.03%]
家长在儿童学习中的参与度： ADHD儿童与非ADHD儿童父母的对比分析研究
Maria A Rogers,Judith Wiener,Imola Marton et al.
Maria A Rogers et al.
The present study examined involvement in children's learning among parents of 101 children between 8 and 12 years of age (53 parents of children with ADHD, 48 parents of children without ADHD). Compared to parents of children without ADHD,...
Comparative Study
Journal of school psychology. 2009 Jun;47(3):167-85. DOI:10.1016/j.jsp.2009.02.001 2009
Examining the role of time and language type in reading development for English Language Learners [0.03%]
探究时间因素和语言类型在英语学习者阅读发展中的作用
Joseph Betts,Sara Bolt,Dawn Decker et al.
Joseph Betts et al.
The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language s...