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51.
Ed Cherry Stephanie Havron Rollins Toner Evans 《College & Undergraduate Libraries》2013,20(3-4):386-398
Samford University Library conducted a study to determine correlation between library use and student achievement. This research used electronic resources as a measure of library use and grade point average as an indicator of academic success. The data demonstrate that students with higher GPAs tend to use library online resources more and with a higher frequency than those with lower GPAs. While this does not prove that use of online resources leads to a higher GPA, it provides strong evidence that the two are positively correlated for some populations. This study provides persuasive evidence of the library's contribution to the academic success of students. 相似文献
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Professor Dr. Matti Koskenniemi Eivi Lihtonen M. Ed. 《Scandinavian Journal of Educational Research》2013,57(1):157-168
Gustafsson, J.‐E. Differential Effects of Imagery Instructions on Pupils with Different Abilities. Scandinavian Journal of Educational Research, 21, 157‐179. A study investigating interactions between imagery instructions and aptitude variables is presented. A group of seven fifth‐grade classes was given imagery instructions in the reading of a short text, while another group read the text in a regular way. Three different outcomes covering different types of learning were registered. Tests of verbal ability and spatial (or imagery) ability were used as aptitude variables. The data analysis indicated that there were differences for the girls between the treatment groups among the aptitude variables; the results for the girls thus had to be excluded. A positive effect of imagery instructions was found for boys high in verbal and imagery ability with respect to the acquisition of simple terms. For other outcomes and groups of subjects either no effect or a negative effect was found. 相似文献
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一
眼前的这个男人显得有些不高兴,他不能入睡,脑中的想法在飞速地旋转着。这是二月的一个黎明时分。此刻,这个人独自坐在位于奥兰多濒临Lake Butler的一幢价值550万美元的豪宅里沉思。慢慢地,一种焦虑感让他不能自已。 相似文献
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Phyllis Mindell Ed. D. 《Annals of dyslexia》1978,28(1):124-141
This paper reports a study of the antecedent-consequent model of reading dysfunction and possible relationships between verbal
spatial order memory and sequence errors in word reading. It provides data on the nature and frequency of such errors. Performance
by normal and dyslexic readers on a number of tasks was compared. The study supports the hypothesis that sequence errors of
dyslexic readers are related to a developmental lag.
This research was carried out in partial fulfillment of the requirements for the Ed.D. at the University of Rochester. The
author would like to express appreciation to Drs. Keith Rayner, Harry Reis, Ellsworth Woestehoff, Frank Greene and Achilles
de Berardinis for their advice and assistance in the study. 相似文献