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Dawes Molly Sterrett Brittany I. Norwalk Kate E. Farmer Thomas W. Hamm Jill V. 《Social Psychology of Education》2021,24(2):465-488
Social Psychology of Education - Teachers are often at the forefront of efforts to help students struggling socially at school and their support may be particularly critical during the early... 相似文献
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Sarah F. Vess John C. Begeny Kate E. Norwalk Robyn N. Ankney 《Journal Of Applied School Psychology》2018,34(4):316-337
This randomized study evaluated two evidence-based reading interventions with 121 middle school students who presented with reading fluency deficits. One intervention was teacher-directed and utilized numerous evidence-based strategies; the other intervention, the Helping Early Literacy with Practice Strategies for Small Groups Program, provided a structured implementation protocol of evidence-based strategies and specific intervention materials. Students in both groups demonstrated statistically significant growth on standardized measures of reading fluency and comprehension, but there were no differences between intervention conditions for any of the dependent measures. Practical implications for using oral reading fluency interventions at the middle school level are discussed. 相似文献
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Despite growing interest in early intervention, there are few measures available to monitor the progress of early academic skills in preschoolers. The Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) were developed as brief assessments of critical early literacy and numeracy skills. The purpose of the current study was to examine the factor structure of the EARLI probes via confirmatory factor analysis (CFA) in a sample of Head Start preschoolers (N = 289). A two-factor model with correlated error terms and a bifactor model provided comparable fit to the data, although there were some structural problems with the latter model. The utility of the bifactor model for explaining the structure of early academic skills as well as the utility of the EARLI probes as measures of literacy and numeracy skills in preschool are discussed. 相似文献
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