期刊
LEARNING DISABILITIES RESEARCH & PRACTICE
卷 33, 期 1, 页码 11-23出版社
WILEY
DOI: 10.1111/ldrp.12162
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资金
- National Center for Special Education Research in the Institute of Education Sciences (U.S. Department of Education) [R23413D0003]
- Eunice Kennedy Shriver National Institute of Child Health and Human Development [HD 15052]
We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near-transfer but not far-transfer measures of RC. This differential pattern of program effects for near- versus far-transfer measures raises questions about how tests of near-transfer and far-transfer are conventionally understood.
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