纠正数字组合缺陷的框架。
A Framework for Remediating Number Combination Deficits.
作者信息
Fuchs Lynn S, Powell Sarah R, Seethaler Pamela M, Fuchs Douglas, Hamlett Carol L, Cirino Paul T, Fletcher Jack M
出版信息
Except Child. 2010 Winter;76(2):135-165. doi: 10.1177/001440291007600201.
Abstract
This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3 intervention approaches hypothesized to be most productive for a student uses a validated protocol while monitoring student response. The more intensive stage, which is reserved for nonresponders, involves integrating the 3 intervention approaches within a skills-based diagnostic-prescriptive scheme for individualizing intervention.
摘要
本文介绍了一种针对数字组合（NC）缺陷补救的框架。总结了关于NC缺陷补救的研究，并通过研究项目研究来说明三种补救方法。该框架包括一个两阶段的补救系统。强度较低的阶段采用三种干预方法中的一种，假设该方法对学生最有效，同时使用经过验证的方案并监测学生的反应。强度较高的阶段是为无反应者保留的，涉及在基于技能的诊断-处方方案中整合这三种干预方法，以实现个性化干预。
相似文献
1
A Framework for Remediating Number Combination Deficits.纠正数字组合缺陷的框架。
Except Child. 2010 Winter;76(2):135-165. doi: 10.1177/001440291007600201.
2
Remediation of Preclinical Course Failures in a DVM Program and Its Impact on Program Outcomes: A 10-Year Descriptive Study.兽医学项目临床前课程不及格的补救措施及其对项目成果的影响：一项为期10年的描述性研究。
J Vet Med Educ. 2024 Dec 19:e20240064. doi: 10.3138/jvme-2024-0064.
3
Remediation techniques for student performance problems after a comprehensive clinical skills assessment.综合临床技能评估后针对学生表现问题的补救技术。
Acad Med. 2009 May;84(5):669-76. doi: 10.1097/ACM.0b013e31819fa832.
4
Methods and outcomes for the remediation of clinical reasoning.临床推理补救的方法与结果
J Gen Intern Med. 2014 Dec;29(12):1607-14. doi: 10.1007/s11606-014-2955-1.
5
A framework for increasing sustainability and reducing risk to ecological resources through integration of remediation planning and implementation.通过整合修复规划和实施，为提高可持续性和降低生态资源风险构建框架。
Environ Res. 2019 May;172:586-595. doi: 10.1016/j.envres.2019.02.036. Epub 2019 Feb 23.
6
The learning environment in remediation: a review.补救学习环境：一项综述。
Clin Teach. 2018 Feb;15(1):13-18. doi: 10.1111/tct.12739. Epub 2017 Dec 20.
7
Development of a clinical skills remediation program for chiropractic students at a university.为一所大学的整脊医学专业学生制定临床技能补救计划。
J Chiropr Educ. 2018 Oct;32(2):152-158. doi: 10.7899/JCE-17-23. Epub 2018 Jul 25.
8
Comprehensive Assessment of Struggling Learners Referred to a Graduate Medical Education Remediation Program.对被转介至毕业后医学教育补救计划的学习困难学生的综合评估。
J Grad Med Educ. 2017 Dec;9(6):763-767. doi: 10.4300/JGME-D-17-00175.1.
9
School-based interventions for reducing disciplinary school exclusion: a systematic review.基于学校的减少校内纪律性开除的干预措施：一项系统综述
Campbell Syst Rev. 2018 Jan 9;14(1):i-216. doi: 10.4073/csr.2018.1. eCollection 2018.
引用本文的文献
1
Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments.使用基于流畅性的筛查评估预测共病阅读和数学障碍的风险。
Learn Disabil Res Pract. 2022 May;37(2):100-112. doi: 10.1111/ldrp.12278. Epub 2022 May 1.
2
Automatization through Practice: The Opportunistic-Stopping Phenomenon Called into Question.通过实践实现自动化：被质疑的机会主义停止现象。
Cogn Sci. 2021 Dec;45(12):e13074. doi: 10.1111/cogs.13074.
3
Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.认知辅导可诱导广泛的神经可塑性，并改善数学学习障碍儿童的脑功能。
Nat Commun. 2015 Sep 30;6:8453. doi: 10.1038/ncomms9453.
4
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.一年级数字知识辅导与不同练习形式的效果。
J Educ Psychol. 2013 Jan 1;105(1):58-77. doi: 10.1037/a0030127.
5
Number Combinations Remediation for Students with Mathematics Difficulty.针对数学困难学生的数字组合补救措施。
Perspect Lang Lit. 2011 Spring;37(2):11-16.
6
Math fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: evidence from a twin study.数学流畅性与非计时数学表现、解码流畅性和非计时阅读表现具有不同的病因学：来自一项双胞胎研究的证据。
J Learn Disabil. 2012 Jul-Aug;45(4):371-81. doi: 10.1177/0022219411407926. Epub 2011 Sep 2.
本文引用的文献
1
Remediating Computational Deficits at Third Grade: A Randomized Field Trial.三年级计算缺陷的补救：一项随机现场试验。
J Res Educ Eff. 2008;1(1):2-32. doi: 10.1080/19345740701692449.
2
The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties.有或无刻意练习的策略性计数教学对数学困难学生数字组合技能的影响
Learn Individ Differ. 2010 Apr 1;20(2):89-100. doi: 10.1016/j.lindif.2009.09.003.
3
Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.纠正数学困难学生的数字组合和应用题缺陷：一项随机对照试验。
J Educ Psychol. 2009 Aug 1;101(3):561-576. doi: 10.1037/a0014701.
4
Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.事实检索辅导对有和没有阅读困难的三年级数学困难学生的影响。
Learn Disabil Res Pract. 2009;24(1):1-11. doi: 10.1111/j.1540-5826.2008.01272.x.
5
Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability.数学学习障碍儿童成就缺陷背后的认知机制。
Child Dev. 2007 Jul-Aug;78(4):1343-59. doi: 10.1111/j.1467-8624.2007.01069.x.
6
Working memory deficit in children with mathematical difficulties: a general or specific deficit?数学学习困难儿童的工作记忆缺陷：是一般性缺陷还是特定性缺陷？
J Exp Child Psychol. 2007 Mar;96(3):197-228. doi: 10.1016/j.jecp.2006.10.001. Epub 2006 Nov 22.
7
The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities.通过策略指导与反复练习向有学习障碍和无学习障碍的学生教授加法的差异效果。
J Learn Disabil. 2003 Sep-Oct;36(5):449-58. doi: 10.1177/00222194030360050601.
8
Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.针对重度阅读障碍儿童的强化补救教学：两种教学方法的即时和长期效果
J Learn Disabil. 2001 Jan-Feb;34(1):33-58, 78. doi: 10.1177/002221940103400104.
9
Mathematical thinking in second-grade children with different forms of LD.不同形式学习障碍的二年级儿童的数学思维
J Learn Disabil. 2000 Nov-Dec;33(6):567-78. doi: 10.1177/002221940003300605.
10
Arithmetic fact mastery in young children: a longitudinal investigation.幼儿对算术事实的掌握：一项纵向调查。
J Exp Child Psychol. 2003 Jun;85(2):103-19. doi: 10.1016/s0022-0965(03)00032-8.
Zotero 插件