全文获取类型
收费全文 | 380篇 |
免费 | 6篇 |
专业分类
教育 | 303篇 |
科学研究 | 12篇 |
各国文化 | 3篇 |
体育 | 8篇 |
文化理论 | 6篇 |
信息传播 | 54篇 |
出版年
2023年 | 2篇 |
2021年 | 2篇 |
2020年 | 8篇 |
2019年 | 13篇 |
2018年 | 11篇 |
2017年 | 11篇 |
2016年 | 7篇 |
2015年 | 4篇 |
2014年 | 12篇 |
2013年 | 118篇 |
2012年 | 11篇 |
2011年 | 12篇 |
2010年 | 8篇 |
2009年 | 5篇 |
2008年 | 8篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 7篇 |
2004年 | 16篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 7篇 |
1996年 | 8篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1987年 | 3篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1947年 | 5篇 |
排序方式: 共有386条查询结果,搜索用时 31 毫秒
361.
362.
Reading and Writing - 相似文献
363.
Barbara A. Mowder Virginia Smith Harvey Linda Moy Mariana Pedro 《Psychology in the schools》1995,32(1):27-37
This research examined the parent role as perceived by a large number of parents of school-age children in New Hampshire. The results reveal that these parents readily describe a parent role using the same characteristics that emerge from the research literature. More importantly, the subjects consider each of the six parent role characteristics as differentially important at different stages in children's development. The implications of this research for school psychologists are many, including, for instance, assessment, consultation, and intervention. 相似文献
364.
Autistic learners master visual and spatial abilities; they use visual language to organise, understand and give meaning to the world. Although they might struggle with verbal skills, they have an associative way of thinking. Taking into consideration the characteristics of seven autistic pupils, the aim of this paper was to identify the potential of picture books in relation to autistic readers in order to explain why picture books can be supportive tools for improving verbal and social communication skills. The findings, based on a qualitative case study and a reader response framework, show that picture books help children with autism develop social and communication skills as well as foster imagination. Their written outcomes clearly showed children's need to tell stories. 相似文献
365.
Seçil Gönültaş Bilge Selçuk Virginia Slaughter John A. Hunter Ted Ruffman 《Child development》2020,91(2):e280-e298
Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Whereas children's general reasoning about three groups was equivalent, accuracy of mental state inferences differed by target with more accurate mindreading of in-group targets compared to both sets of out-group targets. In this Turkish sample, mindreading of Syrian targets was the least accurate. Prejudice and perceived realistic threat predicted lower mindreading. These findings have important implications for understanding how similarity and intergroup processes play a role in children's mindreading. 相似文献
366.
Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period.
Half of the children received structural analysis and alphabet principle training; half received only alphabetic principle
training; all received training in orthographic and phonological skills, practice in oral reading of connected text, and monitoring
strategies for comprehension. Results showed that the children improved reliably in reading and related measures. Treatment
condition did not predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only
on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not
yet mastered accuracy and automaticity of word recognition should be given explicit instruction in word recognition, especially
in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students
on hierarchical linear modeling (HLM) growth analyses.
This dissertation research by the first author, and supervised by the second, was supported by Grant No. HD-33812 and Grant
No. HD-25858-09 from the National Institute of Child Health and Human Development. 相似文献
367.
Virginia A. Mann 《Annals of dyslexia》1984,34(1):117-136
The results of many studies suggest that early reading problems are associated with deficiencies in certain spoken language
skills. Children who encounter reading difficulty tend to be deficient in the perception of spoken words, the ability to retain
linguistic material in temporary memory, and the ability to comprehend certain spoken sentences, as well as in their awareness
about the phonological structure of spoken words. This paper summarizes these findings and provides an explanation in terms
of the requirements of skilled reading. It further reviews the results of two longitudinal studies which show that inferior
performance in kindergarten tests of language skills may presage future reading problems in the first grade. Based on these
studies, procedures are suggested for kindergarten screening and for some ways of aiding children who, by virtue of inferior
performance on the screening tests, might be considered at risk for early reading difficulties.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983.
This paper was prepared while the author was a Fulbright Fellow at the Research Institute of Logopedics and Phoniatrics at
the University of Tokyo, Tokyo, Japan. Much of the research herein described was supported by NICHD Grant HD-01994 and BRS
Grant 05596 to Haskins Laboratories, Inc. 相似文献
368.
Despite a variety of definitions, children’s books and picture books generally adhere to certain conventions. Depicting the
Holocaust in children’s books challenges these conventions. The authors review the Holocaust literature for children, paying
special attention to two picture books: Let the Celebrations Begin! by Margaret Wild and Julie Vivas, and Rose Blanche by
Roberto Innocenti and Christophe Gallaz. Their analysis leads them to conclude the books for children that deal with horrific
events should be viewed as a category of their own.
Virginia A. Walter is an assistant professor at the Graduate School of Library and Information Science at the University of
California, Los Angeles. She has a Master of Library Science degree from the University of California, Berkeley, and a Ph.D.
from the University of Southern California. Susan F. March is on the faculty of Kehillath Israel Religious School in Pacific
Palisades, California. She has a Master of Arts in Education degree from the University of Judaism in Los Angeles and a Master
of Library Science from UCLA. 相似文献
369.
Virginia L. Wolf 《Children‘s Literature in Education》1989,20(1):51-58
Virginia L. Wolf is Professor of English at the University of Wisconsin-Stout. She is the author of nearly fifty articles on literature for young people and is a past president of the Children's Literature Association. 相似文献
370.