Pub Date : 2004-12-01DOI: 10.1080/19388070409558425
J. Lysaker, Kimberly McCormick, Christina C. Brunette
Abstract Tutoring is an important and effective means of helping young readers and writers who are experiencing difficulties. However, little is known about what kinds of relational qualities might accompany successful tutoring or how we might identify them. To address these issues, we analyzed the reflective writings of tutors in 10 tutor‐student pairs classified as “very successful” or “less successful” by student achievement assessments. Results suggest that very successful tutoring pairs were deeply engaged in the human activity of caring and reciprocity. They also expressed a deep commitment by envisioning their students’ futures in a hopeful manner and engaged in continual revision of their teaching. Less successful tutors had more conflicted relationships. Results suggest that helping tutors with strategy instruction and developing strong positive relationships with those they tutor may increase benefits for children.
{"title":"Hope, happiness, and reciprocity: A thematic analysis of preservice teachers' relationships with their reading buddies","authors":"J. Lysaker, Kimberly McCormick, Christina C. Brunette","doi":"10.1080/19388070409558425","DOIUrl":"https://doi.org/10.1080/19388070409558425","url":null,"abstract":"Abstract Tutoring is an important and effective means of helping young readers and writers who are experiencing difficulties. However, little is known about what kinds of relational qualities might accompany successful tutoring or how we might identify them. To address these issues, we analyzed the reflective writings of tutors in 10 tutor‐student pairs classified as “very successful” or “less successful” by student achievement assessments. Results suggest that very successful tutoring pairs were deeply engaged in the human activity of caring and reciprocity. They also expressed a deep commitment by envisioning their students’ futures in a hopeful manner and engaged in continual revision of their teaching. Less successful tutors had more conflicted relationships. Results suggest that helping tutors with strategy instruction and developing strong positive relationships with those they tutor may increase benefits for children.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"21 - 45"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558425","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-12-01DOI: 10.1080/19388070409558427
L. Hall
Abstract This article examines studies that have attempted to help increase comprehension of expository text for students who are struggling readers and/or have reading disabilities. In doing so, this review reveals that (a) few studies have explicitly claimed to include these students in their work and (b) future research needs to include larger numbers of these students in such studies. This review also shows that the majority of work that has been done in this area has used social studies texts. Few studies exist that were designed to help increase comprehension of mathematics and/or science text. Finally, this review questions the texts that were used in these studies and suggests that different results may have been found if researchers had used texts written at students instructional, rather than frustration, levels.
{"title":"Comprehending expository text: Promising strategies for struggling readers and students with reading disabilities?","authors":"L. Hall","doi":"10.1080/19388070409558427","DOIUrl":"https://doi.org/10.1080/19388070409558427","url":null,"abstract":"Abstract This article examines studies that have attempted to help increase comprehension of expository text for students who are struggling readers and/or have reading disabilities. In doing so, this review reveals that (a) few studies have explicitly claimed to include these students in their work and (b) future research needs to include larger numbers of these students in such studies. This review also shows that the majority of work that has been done in this area has used social studies texts. Few studies exist that were designed to help increase comprehension of mathematics and/or science text. Finally, this review questions the texts that were used in these studies and suggests that different results may have been found if researchers had used texts written at students instructional, rather than frustration, levels.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"75 - 95"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558427","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-12-01DOI: 10.1080/19388070409558424
Beth Maloch
Abstract Working within a theoretical framework of sociocultural theory, with a particular focus on the construct of scaffolding, this five and a half month qualitative study explored the ways in which one third‐grade teacher supported students’ move towards literature discussion groups. Data sources including expanded field notes, video and audiotape records, teacher interview transcripts, and artifacts were analyzed utilizing the constant‐comparative method. Findings indicated two prominent themes related to the instructional focus of the teacher's scaffolding during preparatory activities—a response‐oriented focus and an interpersonal focus. By focusing on these two areas, the teacher facilitated students’ acquisition of response strategies and interpersonal strategies— strategies they later used effectively in literature discussion groups.
{"title":"On the road to literature discussion groups: Teacher scaffolding during preparatory experiences","authors":"Beth Maloch","doi":"10.1080/19388070409558424","DOIUrl":"https://doi.org/10.1080/19388070409558424","url":null,"abstract":"Abstract Working within a theoretical framework of sociocultural theory, with a particular focus on the construct of scaffolding, this five and a half month qualitative study explored the ways in which one third‐grade teacher supported students’ move towards literature discussion groups. Data sources including expanded field notes, video and audiotape records, teacher interview transcripts, and artifacts were analyzed utilizing the constant‐comparative method. Findings indicated two prominent themes related to the instructional focus of the teacher's scaffolding during preparatory activities—a response‐oriented focus and an interpersonal focus. By focusing on these two areas, the teacher facilitated students’ acquisition of response strategies and interpersonal strategies— strategies they later used effectively in literature discussion groups.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558424","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-09-01DOI: 10.1080/19388070409558419
J. Fitzgerald, Ann Ramsbotham
Abstract The main purposes of the study were to investigate: (a) the development of two at‐risk students’ selected cognitions and strategies as they initially appeared in Reading Recovery reading and writing; and (b) whether such development was simultaneously evident in Reading Recovery reading and writing. The study employed case methodology. Main conclusions were: (a) In Reading Recovery reading and writing, the two boys demonstrated initial acquisition of cognitions and strategies in identical order, and the order could be characterized in three broad successions—Awakening to Print, Balancing Strategies with Concentrated Attention to Individual Visual Cues, and Homing in on the “Look” of the Whole Word. However, the boys differed in rate of acquisition of the cognitions and strategies, (b) There was a strong tendency toward initial emergence of cognitions and strategies in Reading Recovery writing before Reading Recovery reading.
{"title":"First‐graders' cognitive and strategic development in reading recovery reading and writing","authors":"J. Fitzgerald, Ann Ramsbotham","doi":"10.1080/19388070409558419","DOIUrl":"https://doi.org/10.1080/19388070409558419","url":null,"abstract":"Abstract The main purposes of the study were to investigate: (a) the development of two at‐risk students’ selected cognitions and strategies as they initially appeared in Reading Recovery reading and writing; and (b) whether such development was simultaneously evident in Reading Recovery reading and writing. The study employed case methodology. Main conclusions were: (a) In Reading Recovery reading and writing, the two boys demonstrated initial acquisition of cognitions and strategies in identical order, and the order could be characterized in three broad successions—Awakening to Print, Balancing Strategies with Concentrated Attention to Individual Visual Cues, and Homing in on the “Look” of the Whole Word. However, the boys differed in rate of acquisition of the cognitions and strategies, (b) There was a strong tendency toward initial emergence of cognitions and strategies in Reading Recovery writing before Reading Recovery reading.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"1 - 31"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558419","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-09-01DOI: 10.1080/19388070409558421
Mellinee Lesley
Abstract The central theme of this paper is that developmental reading courses in college settings need to be revised in ways that will not perpetuate cycles of remediation that students have experienced in previous educational settings. Developmental reading courses are filled with students who possess poor concepts about themselves as readers. These concepts arise partly from previous histories of remedial educational endeavors. This study suggests that through “critical” metacognition these negative concepts can be addressed in ways that assist developmental readers with renaming their literacy experiences and allowing them to progress.
{"title":"Refugees from Reading: Students' perceptions of “remedial” literacy pedagogy","authors":"Mellinee Lesley","doi":"10.1080/19388070409558421","DOIUrl":"https://doi.org/10.1080/19388070409558421","url":null,"abstract":"Abstract The central theme of this paper is that developmental reading courses in college settings need to be revised in ways that will not perpetuate cycles of remediation that students have experienced in previous educational settings. Developmental reading courses are filled with students who possess poor concepts about themselves as readers. These concepts arise partly from previous histories of remedial educational endeavors. This study suggests that through “critical” metacognition these negative concepts can be addressed in ways that assist developmental readers with renaming their literacy experiences and allowing them to progress.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"62 - 85"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-09-01DOI: 10.1080/19388070409558420
M. Roe
Abstract This author investigates the question, Within the cultural context of her teaching, how does one teacher experience professional learning aimed at literacy practices? Using an elementary teacher's professional context as a site, the author employed data collection tools typical of qualitative analysis: participant observation, interviews, and document analysis. Then, she entered field notes, interview transcriptions, and document analysis notes into Ethnograph, a software program designed to support the analysis of qualitative data. The individual and integrated analysis of these sources identified five areas that served as catalysts for this teacher's professional learning: (1) a Literacy Staff Development Initiative, (2) colleagues, (3) dialogue, (4) district and state initiatives, and (5) a theoretical and practical framework. After describing the attributes of these categories and their links to this teacher's practices, the author calls for a move from a traditionally conceived consideration of staff development to the acknowledgment of contextually driven professional learning.
{"title":"Professional learning catalysts: Unveiling the influences on One teacher's literacy practices","authors":"M. Roe","doi":"10.1080/19388070409558420","DOIUrl":"https://doi.org/10.1080/19388070409558420","url":null,"abstract":"Abstract This author investigates the question, Within the cultural context of her teaching, how does one teacher experience professional learning aimed at literacy practices? Using an elementary teacher's professional context as a site, the author employed data collection tools typical of qualitative analysis: participant observation, interviews, and document analysis. Then, she entered field notes, interview transcriptions, and document analysis notes into Ethnograph, a software program designed to support the analysis of qualitative data. The individual and integrated analysis of these sources identified five areas that served as catalysts for this teacher's professional learning: (1) a Literacy Staff Development Initiative, (2) colleagues, (3) dialogue, (4) district and state initiatives, and (5) a theoretical and practical framework. After describing the attributes of these categories and their links to this teacher's practices, the author calls for a move from a traditionally conceived consideration of staff development to the acknowledgment of contextually driven professional learning.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"32 - 61"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-09-01DOI: 10.1080/19388070409558422
M. Daniels
Abstract The purpose of this investigation was to assess the effect of American Sign Language (ASL) instruction on typical hearing kindergarten children's literacy in four specific areas: receptive English vocabulary, expressive English vocabulary, ASL ability, and English emergent reading level. The research was specifically modeled after a 1997 United Kingdom, Sign in Education, project in which a deaf teacher delivered instruction to hearing students using British Sign Language (BSL). The findings from the current United States study indicate hearing kindergarten students receiving ASL instruction made statistically significant gains in their receptive English vocabulary, maintained an age appropriate use of expressive English vocabulary, acquired a sufficient level of ASL phonology and morphology to begin to communicate in the visual‐gestural language, and tested higher than similar students on Marie M. Clay's (1993) reading placement measures.
{"title":"Happy hands: The effect of ASL on hearing children's literacy","authors":"M. Daniels","doi":"10.1080/19388070409558422","DOIUrl":"https://doi.org/10.1080/19388070409558422","url":null,"abstract":"Abstract The purpose of this investigation was to assess the effect of American Sign Language (ASL) instruction on typical hearing kindergarten children's literacy in four specific areas: receptive English vocabulary, expressive English vocabulary, ASL ability, and English emergent reading level. The research was specifically modeled after a 1997 United Kingdom, Sign in Education, project in which a deaf teacher delivered instruction to hearing students using British Sign Language (BSL). The findings from the current United States study indicate hearing kindergarten students receiving ASL instruction made statistically significant gains in their receptive English vocabulary, maintained an age appropriate use of expressive English vocabulary, acquired a sufficient level of ASL phonology and morphology to begin to communicate in the visual‐gestural language, and tested higher than similar students on Marie M. Clay's (1993) reading placement measures.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"100 - 86"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558422","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-06-01DOI: 10.1080/19388070409558417
Dixie D. Massey
Abstract This research describes three beginning teachers and the development of their literacy instruction. Research questions addressed included a) what characterized their instruction throughout their beginning years of teaching and b) were they using the content from their literacy methods coursework? Additionally, as their former teacher for literacy methods courses, I wanted to reflect on and improve my own instruction in these methods courses. The three teachers’ approach to instruction developed in similar patterns. First, they all relied on mandated and suggested curricula and neglected integration of ideas not listed in the curricula. Second, they each went through periods of abandoning the curricula in favor of creating their own plans. Third, they all asked me to teach for them, while they watched. This development was not linear; rather, their development occurred in a recursive pattern. Implications are described for teacher educators regarding how we might better facilitate beginning teachers’ learning.
{"title":"“You teach!” beginning teachers’ challenges to teacher educators","authors":"Dixie D. Massey","doi":"10.1080/19388070409558417","DOIUrl":"https://doi.org/10.1080/19388070409558417","url":null,"abstract":"Abstract This research describes three beginning teachers and the development of their literacy instruction. Research questions addressed included a) what characterized their instruction throughout their beginning years of teaching and b) were they using the content from their literacy methods coursework? Additionally, as their former teacher for literacy methods courses, I wanted to reflect on and improve my own instruction in these methods courses. The three teachers’ approach to instruction developed in similar patterns. First, they all relied on mandated and suggested curricula and neglected integration of ideas not listed in the curricula. Second, they each went through periods of abandoning the curricula in favor of creating their own plans. Third, they all asked me to teach for them, while they watched. This development was not linear; rather, their development occurred in a recursive pattern. Implications are described for teacher educators regarding how we might better facilitate beginning teachers’ learning.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"55 1","pages":"75 - 94"},"PeriodicalIF":0.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-06-01DOI: 10.1080/19388070409558415
Paige C. Pullen, Holly B. Lane, Maureen Monaghan
Abstract This study examines the effectiveness of a one‐on‐one reading intervention using trained tutors. Participants were 49 first‐grade students at risk for reading failure. The three‐step tutoring model included repeated reading of familiar text, explicit coaching in decoding and word‐solving strategies, and reading new books during each 15‐minute session. Pretest and posttest data were collected on measures of phonological awareness, sight word knowledge, and decoding. Analyses revealed significant group differences in each beginning reading area assessed. This tutoring model is a promising intervention for struggling beginning readers and is particularly appropriate for implementation by classroom volunteers.
{"title":"Effects of a volunteer tutoring model on the early literacy development of struggling first grade students","authors":"Paige C. Pullen, Holly B. Lane, Maureen Monaghan","doi":"10.1080/19388070409558415","DOIUrl":"https://doi.org/10.1080/19388070409558415","url":null,"abstract":"Abstract This study examines the effectiveness of a one‐on‐one reading intervention using trained tutors. Participants were 49 first‐grade students at risk for reading failure. The three‐step tutoring model included repeated reading of familiar text, explicit coaching in decoding and word‐solving strategies, and reading new books during each 15‐minute session. Pretest and posttest data were collected on measures of phonological awareness, sight word knowledge, and decoding. Analyses revealed significant group differences in each beginning reading area assessed. This tutoring model is a promising intervention for struggling beginning readers and is particularly appropriate for implementation by classroom volunteers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"21 - 40"},"PeriodicalIF":0.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558415","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-06-01DOI: 10.1080/19388070409558416
Clare E. Hite
Abstract The purpose of this investigation was to determine if cognitive style (field dependence/independence [FD/I]) and gender interact with passage content to affect reading comprehension. Research on FD/I and its relationship to reading‐related and other academic tasks served as the theoretical and empirical basis for the study. While most of the research has centered on the holistic versus analytic processing differences, this study investigates a less‐frequently examined aspect of FD/I: interest in and preferences for social stimuli. The causal‐comparative study involved two levels of two independent variables: gender and FD/I (field dependent [FD] and field independent [FI]) as determined by the Group Embedded Figures Test (GEFT). Comprehension scores on social content and non‐social content expository passages served as dependent measures. Participants were juniors and seniors (n=90) from a large metropolitan university. Using analysis of variance, no significant differences by gender or FD/I were found when the content of the passages was of a social nature. However, when the content focused on non‐social topics, male and field independent participants performed significantly better than female or field dependent participants. Discussion focuses on the possible roles of schema, schema utilization, and reading interests in these findings. Recommendations include extending this study to a wider FD/T range of participants and examining various reading comprehension measures for passage content. Further, field dependent readers may benefit from instruction in recognizing and adjusting for influences of their interests or preferences on reading comprehension and from strategies to increase and maintain comprehension control.
{"title":"Expository content area texts, cognitive style and gender: Their effects on reading comprehension","authors":"Clare E. Hite","doi":"10.1080/19388070409558416","DOIUrl":"https://doi.org/10.1080/19388070409558416","url":null,"abstract":"Abstract The purpose of this investigation was to determine if cognitive style (field dependence/independence [FD/I]) and gender interact with passage content to affect reading comprehension. Research on FD/I and its relationship to reading‐related and other academic tasks served as the theoretical and empirical basis for the study. While most of the research has centered on the holistic versus analytic processing differences, this study investigates a less‐frequently examined aspect of FD/I: interest in and preferences for social stimuli. The causal‐comparative study involved two levels of two independent variables: gender and FD/I (field dependent [FD] and field independent [FI]) as determined by the Group Embedded Figures Test (GEFT). Comprehension scores on social content and non‐social content expository passages served as dependent measures. Participants were juniors and seniors (n=90) from a large metropolitan university. Using analysis of variance, no significant differences by gender or FD/I were found when the content of the passages was of a social nature. However, when the content focused on non‐social topics, male and field independent participants performed significantly better than female or field dependent participants. Discussion focuses on the possible roles of schema, schema utilization, and reading interests in these findings. Recommendations include extending this study to a wider FD/T range of participants and examining various reading comprehension measures for passage content. Further, field dependent readers may benefit from instruction in recognizing and adjusting for influences of their interests or preferences on reading comprehension and from strategies to increase and maintain comprehension control.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"41 - 74"},"PeriodicalIF":0.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：