The Science of Reading: Making Sense of Research

被引：4

作者：

Shanahan, Timothy ^{[1
]}

机构：

[1] Univ Illinois, Coll Educ, Chicago, IL 60680 USA

来源：

READING TEACHER | 2020年 / 74卷 / 02期

关键词：

Policy; Methodological perspectives; Phonics; phonemic awareness; phonological awareness; Comprehension; Evidence-based < Research methodology; Experimental; quasi-experimental < Qualitative < Scientific < 1-Early childhood; 2-Childhood; 3-Early adolescence; COMPREHENSION;

D O I：

10.1002/trtr.1940

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

[No abstract available]

引用

页码：119 / 125

页数：7

共 14 条

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[2]

[Anonymous], 2000, TEACH CHILDR READ EV

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BOND, GL ;

DYKSTRA, R .

READING RESEARCH QUARTERLY, 1967, 2 (04) :5-142

[4]

CHALL J.S., 1967, LEARNING READ GREAT

[5] Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low-Performing Urban Elementary Schools [J].

Collins, James L. ;

Lee, Jaekyung ;

Fox, Jeffery D. ;

Madigan, Timothy P. .

READING RESEARCH QUARTERLY, 2017, 52 (03) :311-332

[6] Individualizing Student Instruction Precisely: Effects of Child x Instruction Interactions on First Graders' Literacy Development [J].

Connor, Carol McDonald ;

Piasta, Shayne B. ;

Fishman, Barry ;

Glasney, Stephanie ;

Schatschneider, Christopher ;

Crowe, Elizabeth ;

Underwood, Phyllis ;

Morrison, Frederick J. .

CHILD DEVELOPMENT, 2009, 80 (01) :77-100

[7]

Hanford E, 2018, Hard words: Why arent kids being taught to read?

[8]

Kena G., 2015, 2015144 NCES I ED SC

[9]

Luca M., 2020, The Power of Experiments

[10]

Murray TS., 2016, Reconstructing the evolution of the American supply of cognitive skills: A synthetic cohort analysis

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