Journal of Learning Disabilities最新文献_第4页

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

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

Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities. 延长住宿时间与学习障碍学生的学业、行为和心理成果》（Extended Time Accommodation and Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities）。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-01 Epub Date: 2023-08-30 DOI: 10.1177/00222194231195624

Xin Wei, Susu Zhang

{"title":"Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities.","authors":"Xin Wei, Susu Zhang","doi":"10.1177/00222194231195624","DOIUrl":"10.1177/00222194231195624","url":null,"abstract":"This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored significantly higher on the test, whereas students with LDs who received but did not use ETA scored significantly lower on the test. In addition, students with LDs in the two ETA groups reported a lower level of perceived time pressure and a higher level of math interest and enjoyment than their peers who did not receive ETA. For students with LDs who received ETA, optimal performance was achieved with 50% additional time, while their peers who did not receive ETA typically performed best when utilizing most of their allotted time. The analysis of process data revealed that students with LDs who used ETA performed more actions, had a higher number of revisits, used universal design digital tools more frequently, and performed better on time-consuming items than their peers who did not receive ETA at the same level of math performance.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"242-254"},"PeriodicalIF":3.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10113025","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

Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties. 典型成就儿童和数学困难儿童的差异转换成本。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-01 Epub Date: 2023-10-31 DOI: 10.1177/00222194231204619

Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter

{"title":"Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.","authors":"Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter","doi":"10.1177/00222194231204619","DOIUrl":"10.1177/00222194231204619","url":null,"abstract":"Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"255-271"},"PeriodicalIF":3.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71414787","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

Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention. 熟练掌握数字概念和运算:再现一年级数学干预的效果。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-01 Epub Date: 2023-11-28 DOI: 10.1177/00222194231209017

Christian T Doabler, Ben Clarke, Jessica E Turtura, Marah Sutherland, Jenna A Gersib, Taylor Lesner, Madison Cook, Georgia L Kimmel, Keith Smolkowski, Derek Kosty

{"title":"Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention.","authors":"Christian T Doabler, Ben Clarke, Jessica E Turtura, Marah Sutherland, Jenna A Gersib, Taylor Lesner, Madison Cook, Georgia L Kimmel, Keith Smolkowski, Derek Kosty","doi":"10.1177/00222194231209017","DOIUrl":"10.1177/00222194231209017","url":null,"abstract":"Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating students were randomized into one of three conditions: (a) 2:1 mathematics intervention group, (b) 5:1 mathematics intervention group, or (c) business-as-usual instruction. Relative to the original study, findings from the replication varied. When comparing the treatment groups to the control, results suggested positive effects on all outcome measures, including a follow-up assessment administered one year later. However, differences between the two treatment groups based on group size were not found in the mathematics outcome measures. Both groups also received commensurate levels of observed instructional interactions. Implications for unpacking contextual differences between original research and their replications as well as using future research to explore the quantity and quality of instructional interactions as ways to explain variation in findings of group size are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"224-241"},"PeriodicalIF":2.4,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138446653","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