全文获取类型
收费全文 | 135篇 |
免费 | 4篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 5篇 |
2019年 | 4篇 |
2018年 | 4篇 |
2017年 | 4篇 |
2016年 | 2篇 |
2015年 | 3篇 |
2014年 | 3篇 |
2013年 | 19篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 10篇 |
2009年 | 4篇 |
2008年 | 2篇 |
2007年 | 4篇 |
2006年 | 7篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1961年 | 1篇 |
1957年 | 1篇 |
1956年 | 1篇 |
1953年 | 1篇 |
1951年 | 1篇 |
1946年 | 1篇 |
1932年 | 1篇 |
排序方式: 共有139条查询结果,搜索用时 15 毫秒
131.
132.
133.
Margaret Vaughn Bong Gee Jang Vera Sotirovska Gemma Cooper-Novack 《Reading Psychology》2020,41(7):712-734
AbstractScholars contend that agency is at the heart of cultivating equitable learning spaces for all learners. While it is intuitive that literacy educators support agency during instruction, there is diverse terminology surrounding the concept of agency in the field. As a result, aligning the construct to instructional practices and developing a conceptual understanding of agency in practice has been challenging. Our research team completed a systematic literature review of agency during literacy instruction. In this article, we describe findings of this review of empirical research on agency in literacy spanning from 1975–2017. Findings highlight the complexities associated with defining agency as well as the need for diverse methodological approaches to examining agency in literacy contexts. 相似文献
134.
WESTON LA BARRE 《Journal of personality》1946,14(3):169-183
135.
136.
137.
138.
Vaughn S Cirino PT Wanzek J Wexler J Fletcher JM Denton CD Barth A Romain M Francis DJ 《School psychology review》2010,39(1):3-21
This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups. 相似文献
139.