全文获取类型
| 收费全文 | 16353篇 |
| 免费 | 63篇 |
| 国内免费 | 6篇 |
专业分类
| 教育 | 12050篇 |
| 科学研究 | 1741篇 |
| 各国文化 | 35篇 |
| 体育 | 687篇 |
| 综合类 | 9篇 |
| 文化理论 | 442篇 |
| 信息传播 | 1458篇 |
出版年
| 2023年 | 20篇 |
| 2022年 | 34篇 |
| 2021年 | 54篇 |
| 2020年 | 85篇 |
| 2019年 | 126篇 |
| 2018年 | 2366篇 |
| 2017年 | 2336篇 |
| 2016年 | 1785篇 |
| 2015年 | 249篇 |
| 2014年 | 278篇 |
| 2013年 | 861篇 |
| 2012年 | 382篇 |
| 2011年 | 916篇 |
| 2010年 | 1012篇 |
| 2009年 | 553篇 |
| 2008年 | 773篇 |
| 2007年 | 1323篇 |
| 2006年 | 151篇 |
| 2005年 | 486篇 |
| 2004年 | 555篇 |
| 2003年 | 444篇 |
| 2002年 | 204篇 |
| 2001年 | 103篇 |
| 2000年 | 102篇 |
| 1999年 | 68篇 |
| 1998年 | 63篇 |
| 1997年 | 64篇 |
| 1996年 | 55篇 |
| 1995年 | 31篇 |
| 1994年 | 43篇 |
| 1993年 | 24篇 |
| 1992年 | 47篇 |
| 1991年 | 55篇 |
| 1990年 | 31篇 |
| 1989年 | 40篇 |
| 1988年 | 36篇 |
| 1987年 | 34篇 |
| 1986年 | 38篇 |
| 1985年 | 40篇 |
| 1984年 | 39篇 |
| 1983年 | 22篇 |
| 1982年 | 34篇 |
| 1981年 | 23篇 |
| 1980年 | 16篇 |
| 1979年 | 34篇 |
| 1978年 | 28篇 |
| 1977年 | 21篇 |
| 1974年 | 21篇 |
| 1972年 | 25篇 |
| 1971年 | 18篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
11.
12.
13.
Lisa M. W. DaDeppo 《Learning disabilities research & practice》2009,24(3):122-131
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed. 相似文献
14.
15.
16.
17.
18.
Ohne Zusammenfassung 相似文献
19.
20.
V. J. Hinton D. C. De Vivo R. Fee E. Goldstein Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154
Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills. 相似文献