Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy-Reference-Cited by-同舟云学术

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Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy

Published:2020-07-13 Issue:1 Volume:34 Page:199-230
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Chen Jiangping,Zhang Yang,Hu Jie^ORCID

Funder

Fundamental Research Funds for the Central Universities of Zhejiang University

Philosophical and Social Sciences Planning Project of Zhejiang Province in 2020

Teaching Reform Research Projects in the 13th Five Year Plan of Higher Education of Zhejiang University

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

https://link.springer.com/content/pdf/10.1007/s11145-020-10070-0.pdf

Reference45 articles.

1. Alivernini, F. (2013). An exploration of the gap between highest and lowest ability readers across 20 countries. Educational Studies, 39, 399–417. https://doi.org/10.1080/03055698.2013.767187.

2. Alivernini, F., & Manganelli, S. (2015). Country, school and students factors associated with extreme levels of science literacy across 25 countries. International Journal of Science Education, 37, 1992–2012. https://doi.org/10.1080/09500693.2015.1060648.

3. Başol, G., & Johanson, G. (2009). Effectiveness of frequent testing over achievement: A meta analysis study. Journal of Human Sciences, 6, 99–121.

4. Chen, T., & Guestrin, C. (2016). XGboost: A scalable tree boosting system. In Proceedings of the 22nd ACM SIGKDD international conference on knowledge discovery and data mining, USA (pp. 785–794). New York, NY: ACM. https://doi.org/10.1145/2939672.2939785.

5. Chen, J., Zhang, Y., Wei, Y., & Hu, J. (2019). Discrimination of the contextual features of top performers in scientific literacy using a machine learning approach. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-019-9835-y. Retrieved from https://rdcu.be/btN56

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