Journal of Learning Disabilities最新文献_第3页

Predicting Adolescent Arithmetic and Reading Dysfluency. 预测青少年算术和阅读障碍。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-09-24 DOI: 10.1177/00222194241275644

Tuire Koponen, Kenneth Eklund, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Minna Torppa

{"title":"Predicting Adolescent Arithmetic and Reading Dysfluency.","authors":"Tuire Koponen, Kenneth Eklund, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Minna Torppa","doi":"10.1177/00222194241275644","DOIUrl":"https://doi.org/10.1177/00222194241275644","url":null,"abstract":"The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children (N = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13-16). Children's cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents' self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading (N = 87, 9.2%) or arithmetic (N = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters' names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241275644"},"PeriodicalIF":2.4,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142308791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction. 探索教师持续使用数据化教学的预测因素。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-09-18 DOI: 10.1177/00222194241275636

Jechun An,Emma Shanahan,Seohyeon Choi,Kristen L McMaster

{"title":"Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction.","authors":"Jechun An,Emma Shanahan,Seohyeon Choi,Kristen L McMaster","doi":"10.1177/00222194241275636","DOIUrl":"https://doi.org/10.1177/00222194241275636","url":null,"abstract":"The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development efficacy trial regarding their sustained use of DBI in writing. The model indicated a higher predicted probability of sustaining DBI for teachers who received the full treatment (tools, learning modules, and coaching for 20 weeks of intervention during their year of participation in the efficacy trial) compared to teachers in the control group who only received tools and learning modules at the end of their participation year. In addition, teachers who taught in-person were more likely to sustain compared to those who taught in remote or hybrid models, controlling for other variables. Furthermore, as the number of facilitators that teachers reported increased, teachers were more likely to sustain their use of DBI components, controlling for other variables. Further research could shed light on the relative impact of different types of facilitators and different levels of support.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"7 1","pages":"222194241275636"},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School. 中学干预学生阅读教学互动的测量

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-09-01 Epub Date: 2023-11-14 DOI: 10.1177/00222194231211948

Scott K Baker, Patrick C Kennedy, Dean Richards, Nancy J Nelson, Hank Fien, Christian T Doabler

{"title":"Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School.","authors":"Scott K Baker, Patrick C Kennedy, Dean Richards, Nancy J Nelson, Hank Fien, Christian T Doabler","doi":"10.1177/00222194231211948","DOIUrl":"10.1177/00222194231211948","url":null,"abstract":"More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by U.S. eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"303-316"},"PeriodicalIF":2.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92156988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition. 视觉时间加工如何影响阅读障碍儿童的汉字阅读？从抑制的角度来看。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-09-01 Epub Date: 2023-11-09 DOI: 10.1177/00222194231207549

Rong-An Jhuo, Hsien-Ming Yang, Huang-Ju Tsai, Li-Chih Wang

{"title":"How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition.","authors":"Rong-An Jhuo, Hsien-Ming Yang, Huang-Ju Tsai, Li-Chih Wang","doi":"10.1177/00222194231207549","DOIUrl":"10.1177/00222194231207549","url":null,"abstract":"Given that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school (n = 62, Mage = 11.36 years) on VTP and inhibition tasks to those in a chronological-age-matched group (CA; n = 62, Mage = 11.57 years) and reading-level-matched group (RL; n = 62, Mage = 8.98 years). The results revealed that children with dyslexia performed worse than both the CA-matched and RL-matched groups in VTP and inhibition after controlling for age, nonverbal intelligence, and attention. Moreover, the relationship between VTP and Chinese character reading was moderated by inhibition in children with dyslexia. VTP is positively related to Chinese character reading, but this relationship is observed only at higher levels of inhibition. Our results suggest that inhibition plays a potential role in VTP and Chinese character reading, especially for those with dyslexia whose proficiency in inhibition is not as intact as that of typically developing children.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"317-332"},"PeriodicalIF":2.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71522989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review. 对有强烈学习需求的学生实施基于数据的教学的驱动因素：系统回顾。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-09-01 Epub Date: 2023-12-30 DOI: 10.1177/00222194231220070

Seohyeon Choi, Emma Shanahan, Bess Casey-Wilke, Jechun An, LeAnne Johnson

{"title":"Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review.","authors":"Seohyeon Choi, Emma Shanahan, Bess Casey-Wilke, Jechun An, LeAnne Johnson","doi":"10.1177/00222194231220070","DOIUrl":"10.1177/00222194231220070","url":null,"abstract":"Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers' DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators' implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"291-302"},"PeriodicalIF":2.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139075555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making? 对以从业者为中心的期刊中建立信任机制内容的系统回顾:我们是否在谈论教学决策?

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-09-01 Epub Date: 2023-12-07 DOI: 10.1177/00222194231215031

Erica C Fry, Jessica R Toste, Beth R Feuer, Christine A Espin

{"title":"A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?","authors":"Erica C Fry, Jessica R Toste, Beth R Feuer, Christine A Espin","doi":"10.1177/00222194231215031","DOIUrl":"10.1177/00222194231215031","url":null,"abstract":"Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM. Espin et al. examined the extent to which DBDM is represented in CBM professional development (PD) materials and found that the topic was significantly underrepresented (12% to 14% of CBM PD material content) compared with other CBM topics. The purpose of this study was to conduct a conceptual replication of the Espin et al. systematic review through an analysis of CBM content in practitioner journal articles. The present review includes 29 practitioner articles coded to the four CBM categories used in the Espin et al. study: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed a pattern similar to the one found by Espin et al. with approximately 18% of the content of practitioner articles on CBM devoted to the topic of decision-making. These findings strengthen the recommendation from Espin et al. for increased attention to DBDM in CBM training materials.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"275-290"},"PeriodicalIF":2.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11375907/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138499819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study. 对有阅读和行为障碍的小学低年级学生进行基于家庭的干预：试点研究。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-08-02 DOI: 10.1177/00222194241263649

Garrett J Roberts, Philip Capin, Anna Handy, Brooke Coté, Zaira Jimenez

{"title":"A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study.","authors":"Garrett J Roberts, Philip Capin, Anna Handy, Brooke Coté, Zaira Jimenez","doi":"10.1177/00222194241263649","DOIUrl":"https://doi.org/10.1177/00222194241263649","url":null,"abstract":"We created and tested a family-based intervention with families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students' knowledge of narrative texts with effective behavioral supports to maximize student engagement and minimize disruptive behaviors to help parents engage successfully in shared storybook reading. We assessed the effects of Family-RISE on children's narrative text comprehension using a multiple-baseline design. A functional relation was established between Family-RISE and narrative text comprehension, indicating Family-RISE substantially improved narrative text comprehension. Furthermore, nonoverlap of all pairs, Tau-U, and standard mean difference effect sizes were all considered large in favor of the intervention. Family members reported that the intervention was highly usable, feasible to implement, and socially valid. These findings underscore the promise of the Family-RISE intervention and the value of developing interventions that simultaneously support reading and behavior for children with co-occurring difficulties in these areas.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241263649"},"PeriodicalIF":2.4,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument. 评估对 SLD 内在和外在决定因素的信念：评估新工具的因子结构。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-26 DOI: 10.1177/00222194241263659

Courtenay A Barrett, Kathrin E Maki, Steven R Chesnut

{"title":"Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument.","authors":"Courtenay A Barrett, Kathrin E Maki, Steven R Chesnut","doi":"10.1177/00222194241263659","DOIUrl":"https://doi.org/10.1177/00222194241263659","url":null,"abstract":"Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers' beliefs about the underlying causes of SLD, including intrinsic and extrinsic factors. However, no studies to date have examined the underlying factor structure of the responses to prompts about the causes of SLD from intrinsic and extrinsic perspectives. This study was conducted with a sample of 521 school psychologists as part of a larger study examining decision-making during SLD identification. Using confirmatory factor analyses (CFA) to compare two theoretically plausible models, results suggested that a single latent factor best captured variability in responses to these prompts. Implications for assessing beliefs and how they impact the psychoeducational assessment process to identify SLDs are discussed, along with areas for future research.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241263659"},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do Mathematics and Reading Skills Impact Student Science Outcomes? 数学和阅读能力会影响学生的科学成果吗？

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-26 DOI: 10.1177/00222194241263646

Christian T Doabler, Megan Rojo, Jenna A Gersib, Anna-Maria Fall, Maria A Longhi, Gail E Lovette, Greg Roberts, Jasmine Uy, Katharina Johnson, Shadi Ghafghazi, Jason B Phelps, Sarah R Powell, William J Therrien

{"title":"Do Mathematics and Reading Skills Impact Student Science Outcomes?","authors":"Christian T Doabler, Megan Rojo, Jenna A Gersib, Anna-Maria Fall, Maria A Longhi, Gail E Lovette, Greg Roberts, Jasmine Uy, Katharina Johnson, Shadi Ghafghazi, Jason B Phelps, Sarah R Powell, William J Therrien","doi":"10.1177/00222194241263646","DOIUrl":"https://doi.org/10.1177/00222194241263646","url":null,"abstract":"Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (g = 0.24-1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241263646"},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reading Interventions for Students in Grades 3-12 With Significant Word Reading Difficulties. 3-12年级单词阅读困难学生的阅读干预。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-01 Epub Date: 2023-11-08 DOI: 10.1177/00222194231207556

Alexis N Boucher, Bethany H Bhat, Nathan H Clemens, Sharon Vaughn, Katherine O'Donnell

{"title":"Reading Interventions for Students in Grades 3-12 With Significant Word Reading Difficulties.","authors":"Alexis N Boucher, Bethany H Bhat, Nathan H Clemens, Sharon Vaughn, Katherine O'Donnell","doi":"10.1177/00222194231207556","DOIUrl":"10.1177/00222194231207556","url":null,"abstract":"Most students with reading difficulties struggle to read words. We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in Grades 3-12 with SWRD? and (b) What intervention features (i.e., instructional components and elements of dosage) are related to improved reading outcomes for the target population? A meta-analysis of 22 studies and 208 effect sizes revealed a statistically significant, positive, mean effect (g = 0.14, standard error [SE] = 0.04, p = .01, 95% confidence interval [CI]: [0.04, 0.23]) of interventions for the target population. Subset analyses revealed positive, statistically significant intervention effects on measures of pseudoword reading (g = 0.38, SE = 0.07, p = .0003, 95% CI [0.21, 0.54]) and pseudoword reading fluency (g = 0.29, SE = 0.09, p = .010, 95% CI [0.09, 0.49]). Moderator analyses yielded statistically significant, positive effects associated with increased total hours of intervention, β = 0.003, SE = 0.0009, t(8.31) = 3.58, p = .007. Overall, findings indicate a need for interventions that improve generalized real-world reading for the target population.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"203-223"},"PeriodicalIF":2.4,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71487553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0