Journal of Learning Disabilities最新文献_第6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

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

Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee. 干预反应与特殊学习障碍鉴定:来自田纳西州的证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-01 Epub Date: 2023-12-04 DOI: 10.1177/00222194231215013

Allison F Gilmour, Justin Harper, Blair Lloyd, Alyssa Van Camp

{"title":"Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee.","authors":"Allison F Gilmour, Justin Harper, Blair Lloyd, Alyssa Van Camp","doi":"10.1177/00222194231215013","DOIUrl":"10.1177/00222194231215013","url":null,"abstract":"Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U.S. state of Tennessee was associated with changes in rates of SLD and first-time SLD identification in elementary schools, and if these associations varied across student groups. Response to intervention was associated with an initial decline in the percentage of students with SLD in the state that continued over time, with larger decreases for students who were Black or economically disadvantaged. Response to intervention was associated with a 61% average decrease in the odds of first-time SLD identification by third grade (about a 0.006 change in the predicted probability), with greater declines for students who were Black or economically disadvantaged. We discuss these results in the context of disproportionality in special education and the need for research examining whether declines in SLD were due to improved academic outcomes, as opposed to delays in identification.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"168-180"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138478992","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 Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children's Preschool Emergent Literacy. 家庭识字环境和家庭阅读困难风险与儿童学前启蒙识字的关系模型》（A Model of the Home Literacy Environment and Family Risk of Reading Difficulties in Relation to Children's Preschool Emergent Literacy）。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-01 Epub Date: 2023-09-16 DOI: 10.1177/00222194231195623

Sara Esmaeeli

{"title":"A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children's Preschool Emergent Literacy.","authors":"Sara Esmaeeli","doi":"10.1177/00222194231195623","DOIUrl":"10.1177/00222194231195623","url":null,"abstract":"This study extends the research on the preschool home literacy environment (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1,171 six-year-old Norwegian children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents completed a questionnaire regarding their own RD, education, and the HLE. The final sample after applying the inclusion criteria was 794 children and their parents. The findings suggest, first, that two HLE factors (access to print and reading-related activities) should be distinguished rather than treated as a single factor (\"exposure to print\") as the majority of previous studies have done. This finding suggests a three-factor HLE model that includes parents' reading interests and habits, reading-related activities, and access to print. Second, family risk of RD is related to some extent to the HLE, even after controlling for parents' education. Third, children's experiences in their home environments and their emergent literacy may not be independent of their family risk of RD. More importantly, this study highlights the potential protective role of the HLE, especially when there is a history of RD within the family. The reason is that the positive association between the HLE and children's code-related emergent literacy remains significant when controlling for family risk of RD (access to print → emergent literacy: 0.39 [0.01, 0.68], p < 0.01; reading-related activities → emergent literacy: 0.37 [0.02, 0.35], p < 0.01; parents' reading interests and habits → emergent literacy: 0.26 [0.001, 0.15], p < 0.01). This finding supports that children's emergent literacy can be improved via a modifiable, dynamic factor such as the HLE.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"181-196"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11044524/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10268154","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