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1.
Julie A. Washington 《Learning disabilities research & practice》2001,16(4):213-221
The poor reading achievement of African-American children in urban schools is well established. African-American children from low-income homes may be at particular risk for reading difficulties, although middle-income children often fare poorly as well. Intervention efforts have focused on children in kindergarten through fifth grade. This article suggests that prevention efforts must begin prior to kindergarten entry. Several key variables that may influence young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and teacher expectations, are explored. Future directions for research addressing emergent literacy in African-American children are discussed throughout. 相似文献
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Omer Washington 《海外英语》2007,(5):36
I've learned that you cannot make someone love you. All you can do is be someone who can be loved. 相似文献
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George Washington 《海外英语》2009,(12):53-53
本文是乔治·华盛顿在独立战争中对部队的演讲。乔治·华盛顿（1732～1799）为美国的奠基人,第一任总统。出身大种植园主家庭,早年在英国殖民军中服役,后任第一届和第二届大陆会议代表。1775年北美独立战争爆发,被推选为十三州起义部队总司令。 相似文献
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Debra A. Felix Mark D. Hertle Jill G. Conley Lori B. Washington Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195
We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science. 相似文献
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George Washington Pierce 《Journal of The Franklin Institute》1943,236(2):141-146