Advancing prediction of foster placement disruption using Brief Behavioral Screening     

Hurlburt MS  Chamberlain P  DeGarmo D  Zhang J  Price JM 《Child abuse & neglect》2010,34(12):917-926

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The relative effects of group size on reading progress of older students with reading difficulties   总被引：1，自引：0，他引：1  

Vaughn S  Wanzek J  Wexler J  Barth A  Cirino PT  Fletcher J  Romain M  Denton CA  Roberts G  Francis D 《Reading and writing》2010,23(8):931-956

This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis based on specific students’ needs (e.g., increased focus on comprehension or word study).  相似文献   

政治课的“课堂教学素质化”     

左阜宁 《安徽教育》1999,(4)

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Hello,暑假     

风驰左路 《中学生天地》2012,(8)

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高职院校大学生素质拓展工作现状与对策   总被引：1，自引：0，他引：1  

左利利 《林区教学》2009,(9):13-15

以促进学生全面健康发展为出发点和落脚点，针对目前高职院校大学生素质拓展工作的现状提出一些思考，以引起学校各方面的高度重视，统一思想认识，加强研究，科学策划，使大学生素质拓展工作真正取得实效。  相似文献   

在漾濞享受慢生活简     

左中美 《大理文化》2014,(2):76-80

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Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties     

J Wanzek  C Cavanaugh 《Remedial and special education : RASE》2012,33(3):192-202

The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.  相似文献   

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties     

Denton CA  Wexler J  Vaughn S  Bryan D 《Learning disabilities research & practice》2008,23(2):79-89

This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed.  相似文献   

巧用新教材,构建新课堂     

左一新 《考试周刊》2009,(19):201-202

新教材粤教版《思想品德》,版式新颖、图文并茂、生动活泼,给学生以耳目一新的感觉。尤其是“小链接”材料紧密联系现实生活和社会问题,具有知识性、典型性和时代性等特点。如果教师能加以科学地利用,就会极大地提高思想品德课的教学实效。  相似文献   

冬吉和圣诞夜的雪     

左昡 《少先队小干部》2014,(12):6-11

圣诞节到了，你会想起谁呢？我跟在妈妈身后，挤在潮水般的人群中——为了给妈妈想到的每个人买一份像样的圣诞礼物，这已经是妈妈带我在商场奋战的第三个晚上。商场里，一棵浑身挂满小灯泡的特大圣诞树闪亮得如同一座宝塔，塔尖上一颗金色的大星星慢慢地旋转着，像是独自在跳舞。  相似文献