全文获取类型
收费全文 | 3791篇 |
免费 | 425篇 |
专业分类
教育 | 3667篇 |
科学研究 | 23篇 |
各国文化 | 106篇 |
体育 | 71篇 |
文化理论 | 6篇 |
信息传播 | 343篇 |
出版年
2022年 | 7篇 |
2021年 | 48篇 |
2020年 | 61篇 |
2019年 | 132篇 |
2018年 | 152篇 |
2017年 | 195篇 |
2016年 | 126篇 |
2015年 | 180篇 |
2014年 | 200篇 |
2013年 | 1167篇 |
2012年 | 154篇 |
2011年 | 170篇 |
2010年 | 174篇 |
2009年 | 143篇 |
2008年 | 167篇 |
2007年 | 115篇 |
2006年 | 105篇 |
2005年 | 103篇 |
2004年 | 91篇 |
2003年 | 44篇 |
2002年 | 53篇 |
2001年 | 51篇 |
2000年 | 41篇 |
1999年 | 48篇 |
1998年 | 29篇 |
1997年 | 26篇 |
1996年 | 40篇 |
1995年 | 40篇 |
1994年 | 28篇 |
1993年 | 29篇 |
1992年 | 30篇 |
1991年 | 34篇 |
1990年 | 38篇 |
1989年 | 17篇 |
1988年 | 22篇 |
1987年 | 20篇 |
1986年 | 17篇 |
1985年 | 20篇 |
1984年 | 15篇 |
1983年 | 13篇 |
1982年 | 15篇 |
1981年 | 9篇 |
1980年 | 8篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1974年 | 4篇 |
1973年 | 2篇 |
1969年 | 2篇 |
排序方式: 共有4216条查询结果,搜索用时 15 毫秒
1.
J. Ron Nelson Gregory J. Benner Jorge Gonzalez 《Learning disabilities research & practice》2003,18(4):255-267
The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed. 相似文献
2.
Hana Tur‐Kaspa 《Learning disabilities research & practice》2004,19(1):3-11
The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings. 相似文献
3.
4.
5.
6.
Athina Kolia‐Dermitzaki 《Al-Masaq: Islam & the Medieval Mediterranean》1994,7(1):267-278
Ducellier, A., Kaplan, M., Martin, Bernadette, avec la collaboration de Françoise Micheau. Le Moyen Âge en Orient. Byzance et l'Islam. Des Barbares aux Ottomans. Paris: Hachette Histoire Université, 1990. 相似文献
7.
8.
9.
10.