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在“Elsevier电子期刊”中，命中：174条，耗时：0.0399794 秒

在所有数据库中总计命中：1,026条

1.Foundations of reading comprehension in children with intellectual disabilities

作者：Evelien van Wingerden^a ; ^{e.vanwingerden@pwo.ru.nl} ; Eliane Segers^a ; Hans van Balkom^a ; ^b ; Ludo Verhoeven^a

关键词：Reading comprehension ; Intellectual disability ; Simple view of reading ; Early literacy skills ; Temporal processing

刊名：Research in Developmental Disabilities

出版年：2017

2.Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays

作者：Katherine C. Pears^a ; ^{katherinep@oslc.org" class="auth_mail" title="E-mail the corresponding author} ; Hyoun K. Kim^a ; ^b ; ^{hyounk@oslc.org" class="auth_mail" title="E-mail the corresponding author} ; Philip A. Fisher^c ; ^{philf@uoregon.edu" class="auth_mail" title="E-mail the corresponding author} ; Karen Yoerger^a ; ^{kareny@oslc.org" class="auth_mail" title="E-mail the corresponding author}

关键词：School readiness ; Developmental delays ; Intervention ; Early literacy ; Randomized controlled trial

刊名：Journal of School Psychology

出版年：2016

3.Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator

作者：Virginia Vitiello ; ^{vev9m@virginia.edu" class="auth_mail" title="E-mail the corresponding author} ; Amanda P. Williford ^{williford@virginia.edu" class="auth_mail" title="E-mail the corresponding author}

关键词：Disruptive behavior ; Early childhood ; Social skills ; Language and literacy ; Task engagement ; Preschool

刊名：Early Childhood Research Quarterly

出版年：2016

4.Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes

作者：Christopher J. Lonigan^a ; ^b ; ^{lonigan@psy.fsu.edu" class="auth_mail" title="E-mail the corresponding author} ; Matthew D. Lerner^a ; J. Marc Goodrich^a ; Amber L. Farrington^a ; Darcey M. Allan^a

关键词：Executive function ; Preschool ; Language minority ; Bilingual ; English as second language ; Working memory ; Inhibitory control ; Academic skills

刊名：Journal of Experimental Child Psychology

出版年：2016

5.Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment

作者：Jason T. Downer ; ^{jdowner@virginia.edu" class="auth_mail" title="E-mail the corresponding author} ; Priscilla Goble ; Sonya S. Myers ; Robert C. Pianta

关键词：Teacher-child racial/ethnic match ; Pre-kindergarten ; Early school adjustment

刊名：Early Childhood Research Quarterly

出版年：2016

6.Links between preschoolers' literacy interest, inattention, and emergent literacy skills

作者：Laura E. Hume ; Darcey M. Allan ; Christopher J. Lonigan

关键词：Literacy interest ; Reading motivation ; Emergent literacy ; ADHD ; Inattention

刊名：Learning and Individual Differences

出版年：2016

7.Peer interaction in rural preschool classrooms: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors

作者：Tzu-Jung Lin^a ; ^{lin.1653@osu.edu" class="auth_mail" title="E-mail the corresponding author} ; Laura M. Justice^b ; ^{justice.57@osu.edu" class="auth_mail" title="E-mail the corresponding author} ; Narmada Paul^c ; ^{paul.828@osu.edu" class="auth_mail" title="E-mail the corresponding author} ; Andrew J. Mashburn^d ; ^{mashburn@pdx.edu" class="auth_mail" title="E-mail the corresponding author}

关键词：Homophily effect ; Peer interaction ; Learning-related behaviors ; Language and literacy skills ; Problem behaviors

刊名：Early Childhood Research Quarterly

出版年：2016

8.The effect of fine and grapho-motor skill demands on preschoolers鈥?decoding skill

作者：Sebastian Suggate ; ^{sebastian.suggate@ur.de" class="auth_mail" title="E-mail the corresponding author} ; Eva Pufke ; Heidrun Stoeger

关键词：Fine motor skills ; Decoding ; Early reading ; Emergent literacy ; Grapho-motor skills ; Writing

刊名：Journal of Experimental Child Psychology

出版年：2016

9.Mother-child attachment styles and math and reading skills in middle childhood: The mediating role of children’s exploration and engagement

作者：Meghan P. McCormick^a ; ^{meghan.mccormick@mdrc.org" class="auth_mail" title="E-mail the corresponding author} ; Erin E. O&rsquo ; Connor^b ; Sophie P. Barnes^c

关键词：Attachment ; Cognitive skills ; Middle childhood ; Mechanisms

刊名：Early Childhood Research Quarterly

出版年：2016

10.Using Recognition & Response (R&R) to improve children’s language and literacy skills: Findings from two studies

作者：Virginia Buysse ; ^{vbuysse@air.org" class="auth_mail" title="E-mail the corresponding author} ; Ellen Peisner-Feinberg ^{epeisner.feinberg@unc.edu" class="auth_mail" title="E-mail the corresponding author} ; Elena Soukakou ^{elena.soukakou@roehampton.ac.uk" class="auth_mail" title="E-mail the corresponding author} ; Angel Fettig ^{angel.fettig@umb.edu" class="auth_mail" title="E-mail the corresponding author} ; Jennifer Schaaf ^{Jenni.schaaf@unc.edu" class="auth_mail" title="E-mail the corresponding author} ; Margaret Burchinal ^{Burchinal@unc.edu" class="auth_mail" title="E-mail the corresponding author}

关键词：Formative assessment ; Differentiated instruction ; Curriculum and instruction ; Language and literacy ; Pre-K

刊名：Early Childhood Research Quarterly

出版年：2016

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