Becoming a fluent and automatic reader in the early elementary school years. - Wikidata - awgldk - TriplyDB

Becoming a fluent and automatic reader in the early elementary school years.

Becoming a fluent and automatic reader in the early elementary school years.

http://www.wikidata.org/entity/Q33585738

about

A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children Myth and Reality of the Word Caller: The Relation Between Teacher Nominations and Prevalence Among Elementary School Children Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate.A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade.Teachers' Perceptions of Word Callers and Related Literacy Concepts.Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?The utility and accuracy of oral reading fluency score types in predicting reading comprehension.Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of its Mediating Role for Children from Grades 1 to 4.Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension Improving word reading speed: individual differences interact with a training focus on successes or failures Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children's Reading?Reading prosody in Spanish dyslexics.The real-time prediction and inhibition of linguistic outcomes: Effects of language and literacy skill.Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?Revisiting the "simple view of reading" in a group of children with poor reading comprehension.Reading fluency: implications for the assessment of children with reading disabilities.Effect of the Reread-Adapt and Answer-Comprehend Intervention on the Reading Achievement of Middle and High School Readers Who are Deaf

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P2860

Becoming a fluent and automatic reader in the early elementary school years.

http://www.wikidata.org/entity/Q33585738

description

2006 nî lūn-bûn

@nan

2006 թուականի Հոկտեմբերին հրատարակուած գիտական յօդուած

@hyw

2006 թվականի հոտեմբերին հրատարակված գիտական հոդված

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2006年の論文

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2006年論文

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2006年論文

@zh-hant

2006年論文

@zh-hk

2006年論文

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2006年論文

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2006年论文

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name

Becoming a fluent and automatic reader in the early elementary school years.

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Becoming a fluent and automatic reader in the early elementary school years.

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Becoming a fluent and automatic reader in the early elementary school years.

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type

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Becoming a fluent and automatic reader in the early elementary school years.

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Becoming a fluent and automatic reader in the early elementary school years.

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Becoming a fluent and automatic reader in the early elementary school years.

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Becoming a fluent and automatic reader in the early elementary school years.

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Becoming a fluent and automatic reader in the early elementary school years.

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Becoming a fluent and automatic reader in the early elementary school years.

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Reading Research Quarterly

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Becoming a fluent and automatic reader in the early elementary school years.

@en

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Elizabeth B Meisinger

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Gregory P Strauss

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Joseph M Wisenbaker

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Melanie R Kuhn

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Paula J Schwanenflugel

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Robin D Morris

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P2860

Development of phonological and orthographic skill: a 2-year longitudinal study of dyslexic children.

Naming-speed processes, timing, and reading: a conceptual review.

Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers.

Negative priming effects in children engaged in nonspatial tasks: evidence for early development of an intact inhibitory mechanism.

Plausibility and subcategorization preference in children's processing of temporarily ambiguous sentences: evidence from self-paced reading.

Phonological and semantic processes influence beginning readers' ability to learn to read words.

Picture naming by young children: norms for name agreement, familiarity, and visual complexity.

Children's and adults' reading of nonwords: effects of regularity and consistency.

Not all nonwords are alike: implications for reading development and theory.

Mechanisms of attention: a developmental study.

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496-522

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scholarly article

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10.1598/RRQ.41.4.4

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4

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41

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2006-10-01T00:00:00Z

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20072665

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2805254

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