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The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers
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Jeremy Miciak Garrett Roberts W. Pat Taylor Michael Solis Yusra Ahmed Sharon Vaughn Jack M. Fletcher 《Learning disabilities research & practice》2018,33(1):24-36
We examined the effectiveness of a researcher‐provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business‐as‐usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one‐ and two‐year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension. 相似文献
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Brown Waesche JS Schatschneider C Maner JK Ahmed Y Wagner RK 《Journal of learning disabilities》2011,44(3):296-307
Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed. 相似文献
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Marcia A. Barnes Yusra Ahmed Amy Barth David J. Francis 《Scientific Studies of Reading》2015,19(4):253-272
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane’s headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading. 相似文献
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Cirino Paul T. Miciak Jeremy Ahmed Yusra Barnes Marcia A. Taylor W. Pat Gerst Elyssa H. 《Reading and writing》2019,32(7):1819-1846
Reading and Writing - Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading... 相似文献
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Orphans and vulnerable children affected by HIV/AIDS (HIV OVC) are at risk for cognitive difficulties and lack of access to education. Interventions addressing cognitive or educational outcomes for HIV OVC worldwide were examined through systematic searches conducted from October 2016 to 2019. We examined the summative effectiveness of interventions and the specific effects of participant age and intervention length. Interventions targeting cognitive outcomes had a small, significant effect, with no effect of moderating variables. Interventions targeting educational outcomes had significant effects. Educational interventions over 1 year were effective, but effects of intervention length were not significant. Overall, this review provides support for the effectiveness of interventions targeting cognitive and educational outcomes for OVC and highlights the need for more research on such interventions. 相似文献
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AbstractIn this paper, we discuss the challenges of organizing a large REU program amalgamated from multiple funding sources, including diverse participants, mentors, and research projects. We detail the program’s structure, activities, and recruitment, and we hope to demonstrate that the organization of this REU is not only beneficial to its participants, but that these ideas can be adapted to the benefit of participants at other REU sites, regardless of the size or structure of the site. 相似文献
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Dieter H?FrüauffEmail author Marion?Kahrens Karim?Menacere Yusra?Mouzughi 《知识管理研究与实践》2015,13(1):59-70
This paper examines the value of concrete empirical data in enhancing our understanding of knowledge hierarchies (KHs). Theoretical debate has generated different insights and perspectives, but the term (KH) remains a misconstrued principle. In today’s age of austerity, managing complex administrative processes in an airport billing environment, while striving for effectiveness and efficiency is challenging. These billing processes are influenced by the existing organisational KH. This study sheds light on the hybrid forms of KH: first, the theoretical impact: through data, information and knowledge as KH; second, the stakeholders’ understanding of their role within business processes. The method adopted for this study is influenced by the nature of the problem to be addressed. It uses a qualitative approach, analysing the billing processes and conducting interviews to gauge the stakeholders’ perceptions in order to demonstrate that there are significant variations in understanding organisational key roles. 相似文献
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