全文获取类型
收费全文 | 166篇 |
免费 | 4篇 |
专业分类
教育 | 158篇 |
科学研究 | 1篇 |
体育 | 2篇 |
信息传播 | 9篇 |
出版年
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 5篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 7篇 |
2015年 | 6篇 |
2014年 | 9篇 |
2013年 | 36篇 |
2012年 | 10篇 |
2011年 | 3篇 |
2010年 | 7篇 |
2009年 | 4篇 |
2008年 | 7篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 1篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1994年 | 3篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1979年 | 2篇 |
1974年 | 2篇 |
1968年 | 1篇 |
排序方式: 共有170条查询结果,搜索用时 15 毫秒
51.
52.
Wanzek J Vaughn S Wexler J Swanson EA Edmonds M Kim AH 《Journal of learning disabilities》2006,39(6):528-543
Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes. 相似文献
53.
The relative effects of group size on reading progress of older students with reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献
54.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. 相似文献
55.
This article presents a selected review of research on the social functioning of students with learning disabilities (LD) and draws implications for the inclusion of students with LD in regular education classrooms. Four areas of social functioning are addressed: social skills, self-concept, friendships, and social networks. Research in these areas indicates that some, though not all, students with LD demonstrate problems in the social domain that may have consequences for their inclusion in regular classrooms. In light of the trend toward inclusion of students with LD, we argue that the social dimensions of placement decisions for these students should be considered. 相似文献
56.
Deborah K. Reed Elizabeth Swanson Yaacov Petscher Sharon Vaughn 《Reading and writing》2014,27(7):1119-1140
Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them. 相似文献
57.
58.
Medicare spending is expected to increase by 79% between the years 2010 and 2020, caused, in-part, by hospital readmissions within 30 days of discharge. This study identified factors contributing to hospital readmissions in a midwest heath service area (HSA), using Coleman's Transition Care Model as the theoretical framework. The researchers analyzed data from the Centers for Medicaid and Medicare Services and findings from a survey of seniors and a focus group of health professionals. The targeted HSA had a lower overall readmission rate than the national average, yet higher for surgical discharges in particular. Analysis of survey and focus data showed that factors centered around the area of patient-provider and provider-provider communication processes, patient adherence, and health literacy. The study's convenience sample limits its generalizability. However, findings are consistent with the theoretical framework and past research, demonstrating that the solution to the rising health care costs may be less high tech or pharmaceutical interventions per se but more fundamental communication among providers as well as with patients and caregivers. 相似文献
59.
60.
The response to intervention of English language learners at risk for reading problems 总被引:1,自引:0,他引:1
The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade. 相似文献