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相关概念视频

Learning Disabilities01:25

Learning Disabilities

562
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
562
Information Processing Approach01:30

Information Processing Approach

502
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
502
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

816
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
816
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

968
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
968

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相关实验视频

Updated: Jan 13, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Published on: October 11, 2018

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在幼儿园和二年级学生的技术阅读理解.

Georgette A Morgan1,2, Ji Young Kim3, Mary K Short1

  • 1Health Studies & Applied Educational Psychology, Teachers College, Columbia University, New York, NY USA.

Behavior analysis in practice
|January 12, 2026
PubMed
概括

这项研究表明,读者沉浸程序可以提高年轻学生的技术阅读理解能力. 干预帮助孩子准确阅读和遵循书面指示,提高他们独立完成任务的能力.

关键词:
教育教育教育教育教育教育.教学安排的安排.阅读-做对应的通信.读者沉浸程序 读者沉浸程序技术阅读理解技术阅读理解

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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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相关实验视频

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科学领域:

  • 教育教育教育教育教育教育.
  • 心理学 心理学 心理学
  • 应用行为分析应用行为分析

背景情况:

  • 技术阅读理解对于学术和日常任务至关重要,与阅读对应联系在一起.
  • 发展准确遵循书面指令的能力对于学生的独立性和学习至关重要.

研究的目的:

  • 评价读者沉浸程序在幼儿园和二年级学生的阅读函数获取方面的有效性.
  • 为了确定这个程序是否可以提高技术阅读理解能力.

主要方法:

  • 进行了两项实验,涉及幼儿园和二年级学生.
  • 实施了读者沉浸程序,要求参与者阅读获取奖励的步骤.
  • 通过阅读绘制和阅读构建任务来测量read-do对应性.

主要成果:

  • 所有七名参与者都在读者沉浸干预后显示了阅读对应的增加.
  • 该程序对学前和二年级的参与者都有效.

结论:

  • 读者沉浸程序是一种有效的方法,用于教导阅读对应和提高阅读理解技术.
  • 这一技能对教育环境和日常生活中的独立运作有重大影响.