共查询到20条相似文献，搜索用时 15 毫秒
1.
木子 《小雪花(小学生成长指南)》2003,(16)
Marycan'tgotoschoollikeltheotherchildren.Hertheralwaysdrinksandermotherdoesn'tcarerher,either.Theyoftenarrel,sotheyaren'todparents.Maryhasntawarmhome.Oneight,whensheiswalk鄄galongthestreet…小朋友，看懂上面的故事开头吗？有兴趣续写接下来的故事？第三季度接龙正急待你的中续文呢！赶快参与呀，比一比，的想像力更丰富！The Poor Child@木子… 相似文献
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1. There is a big, fat frog living in a small pond. He knows every plant and stone in the pond very well. He is the biggest creature(生物) in the pond.% % % 2. The other small creatures always swim behind him. So he thinks he is too great, and he is very happy to live there.!!!!!% % % % % 3. One day, when he is catching flies for breakfast, a beautiful dragonfly passes by. You are a very fine frog,”she says, “ Why don’t you live in a bigger pondH Come to my pond.”4. “Now I find living … 相似文献
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A little boy comes to__1__new town .His name is Peter.Of course he lives__2___ his parents. His family is very __3__ .They 相似文献
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Mr Clark lived in a small village.He had a few pieces of land at thefoot of a mountain.He worked hard and got some money. His wife diedand left a daughter to him.The girl’s name was Linda.She was clever andgood at her lessons. Mr Clark liked her very much and tried his best tosatisfy(使满意)her.He thought he was poor just because he had littleknowledge. So he sent her to a middle school in the town after she had 相似文献
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Someplaysaresosuccessfulthattheyrunforyearsonend.Inmanyways,thisis1forthepooractorswhoarerequiredtogoonrepeatingthesame2nightafternight.Onewould3themtoknowtheirpartsbyheartand4haveanycausestofalter(结巴).Yet5isnotalwaysthecase.Afamousactorina6successfulplaywasoncecastintheroleofanaristocrat7hadbeenimprisonedinBastillefortwentyyears.Inthelastactagaoler(监狱看守)wouldalwayscome项精练 相似文献
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扬帆 《中学英语园地(高三版)》2002,(Z2)
MrB。hasjust boubought a讪。In East Street.Ysied盯 a IXX)r。came to his讪r W asked him for something to eat.Mr Brown felt very so叮for him and啊e him om breM and chicken and a cup dtea.皿仰 man、vmp pleasd,so5e sap山肥e。罗 for Mr B。 hen he ate the chick-en andM andM the t6a.He said Mr Brown ws very kind tohim.Mr Brown and a Poor Man@扬帆… 相似文献
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Milica Nikolić Lisa van der Storm Cristina Colonnesi Eddie Brummelman Kees Jan Kan Susan Bögels 《Child development》2019,90(4):1424-1441
Why are some children more socially anxious than others? One theory holds that socially anxious children are poor mindreaders, which hampers their social interactions; another that socially anxious children are advanced mindreaders leading to heightened self-consciousness in social situations. To test these theories simultaneously, this study (N = 105, ages 8–12) assessed children's mindreading (accuracy in detecting mental states from the eye region), self-consciousness (indexed as physiological blushing during public performance), and social anxiety levels. Results support both theories, showing a quadratic relation between mindreading and social anxiety. Low mindreading was related to clinical levels of social anxiety. High mindreading was related to subclinical levels of social anxiety through blushing. Our findings suggest two social-cognitive pathways to heightened social anxiety. 相似文献
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WASHINGTON- Almost 13 per cent of Americans still live in poverty in spite of a slight decrease in their numbers last year and a rise in average house hold income, the Census Bureau(统计局) reported last week. 相似文献
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Reading is a very essential skill in the process of knowledge aqusition,while,effective reading ability is the outcome of the good combination of both time and skills.The differences between good readers and poor reader will be studied in terms of comparisons towards their reading speed,efficiency and reasons behind in the domain of psychological perspectives. 相似文献
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Debra McCarney Lynne Peters Sarah Jackson Marie Thomas Amanda Kirby 《International Journal of Disability, Development & Education》2013,60(2):105-118
Handwriting is a complex skill that, despite increasing use of computers, still plays a vital role in education. It is assumed that children will master letter formation at a relatively early stage in their school life, with handwriting fluency developing steadily until automaticity is attained. The capacity theory of writing suggests that as automaticity develops, the proportion of working memory dedicated to the mechanics of handwriting is reduced, releasing capacity for the planning, composing and editing of content. This study examined the handwriting ability of 284 mainstream primary school children and explored possible associated factors. Correlations were found between poor handwriting, lower cognitive and literacy scores, and a longer duration for handwriting tasks. Giving children the opportunity to practise their handwriting sufficiently to increase the level of automaticity may release working memory to be applied to the cognitive demands of the task and may potentially raise their level of attainment. 相似文献
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We investigated whether being poorly skilled in reading contributes to children's reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal subsample of children (N?=?3,308) participating in the Early Childhood Longitudinal Study–Kindergarten Cohort. Multilevel logistic regression analyses indicated that poor readers in third grade were about twice as likely to consider themselves as angry, distractible, sad, lonely, and unpopular in fifth grade as those who had not been poor readers in third grade. Being poorly skilled in mathematics increased children's risk of feeling sad or lonely but not of feeling angry, distractible, or unpopular. The results provide additional empirical evidence that reading failure contributes to generalized socioemotional maladjustment in young children. 相似文献
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In Experiment 1, 201 college students read both a literary and a technical text either in an advance organizer condition or a non-organizer control condition. Results failed to support the hypothesis that an organizing schema would help subjects with good reasoning skills compensate for poor memory skills or information overload caused by speeded reading conditions. In Experiment 2, data from a sample of 189 college subjects demonstrated that real-world distractions do cause significant learning decrements but failed to support predictions that an organizer would aid distractible students and would compensate for distracting study conditions. Findings suggest that the organizer technique does not help compensate for processing deficits related to information overload or distracting study conditions. 相似文献
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Posterior predictive model checking (PPMC) is a Bayesian model checking method that compares the observed data to (plausible) future observations from the posterior predictive distribution. We propose an alternative to PPMC in the context of structural equation modeling, which we term the poor person’s PPMC (PP-PPMC), for the situation wherein one cannot afford (or is unwilling) to draw samples from the full posterior. Using only by-products of likelihood-based estimation (maximum likelihood estimate and information matrix), the PP-PPMC offers a natural method to handle parameter uncertainty in model fit assessment. In particular, a coupling relationship between the classical p values from the model fit chi-square test and the predictive p values from the PP-PPMC method is carefully examined, suggesting that PP-PPMC might offer an alternative, principled approach for model fit assessment. We also illustrate the flexibility of the PP-PPMC approach by applying it to case-influence diagnostics. 相似文献
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《Scientific Studies of Reading》2013,17(4):321-340
This study examined whether the characteristic reading speed impairment of German dyslexic children results from a general skill-automatization deficit sensu Nicolson and Fawcett (1990) or from more specific deficits in visual naming speed and phonological skills. The hypothesized skill-automatization deficit was assessed by balancing, peg moving, and visual search. Rapid "automatized" naming tasks served as measures of impaired visual naming speed, and the phonological deficit was assessed by speech perception, phonological sensitivity, and phonological memory tasks. Dyslexic German children and age-matched control children (all boys) were tested at the end of Grade 2 and as participants of a longitudinal study also at the beginning of Grade 1. No evidence for a skill-automatization deficit was found, as the dyslexic children did not differ at all on the balancing tasks and little on the other nonverbal skill tasks. However, the dyslexic children showed impaired visual naming speed and impaired phonological memory performance that were observed not only in Grade 2 but also before learning to read. Overall, the findings support the conclusion that, even in regular orthographies, difficulties in learning to read are due to a phonological deficit and not to a general skill-automatization deficit. 相似文献
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Although the literature on school choice rationalities is extensive, different authors interpret the processes of school choice for poor families in different ways. Positions vary between those that consider that poor families have the same capacity to choose as middle class families and those that value structural factors as constraints for choice. The objective of this article is to identify different school choice rationalities of low income families in the context of a highly marketized education system such as Chile. Beyond the restrictions of a different nature that poor families face, this social group mostly expresses high levels of reflexivity and complex sets of preferences when it comes to choosing schools for their children. This article tries to overcome the dualistic division that prevails in school choice literature between choice as an outcome of utility maximization for all, and choice as a denial for deprived groups. 相似文献
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Louise Flensted Rønberg Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89
This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties. 相似文献