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821.
Lynn S. Fuchs Sarah R. Powell Pamela M. Seethaler Paul T. Cirino Jack M. Fletcher Douglas Fuchs Carol L. Hamlett 《Learning and individual differences》2010,20(2):89-100
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4–6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20–30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated. 相似文献
822.
Qing Li Lynn Moorman Patti Dyjur 《Educational technology research and development : ETR & D》2010,58(6):729-753
This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students’ learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII’s inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed. 相似文献
823.
Carla A. Peterson Lynn Milgram Mayer Jean Ann Summers Gayle J. Luze 《Early Childhood Education Journal》2010,37(6):509-517
Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services
for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing
services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure
the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group
(who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts.
All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for
EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of
a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma).
There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated
with children being less likely to have cognitive or language delays and their families being more likely to receive early
intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them. 相似文献
824.
Fuchs LS Fuchs D Hamlet CL Powell SR Capizzi AM Seethaler PM 《Journal of learning disabilities》2006,39(5):467-475
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples. 相似文献
825.
826.
Zarate Kary Barcus Courtney Lynn 《European Journal of Psychology of Education - EJPE》2023,38(3):1317-1340
European Journal of Psychology of Education - The professionalization of paraprofessionals through training is elemental in providing supports to students with disabilities. Through a systematic... 相似文献