How Psychological Science Informs the Teaching of Reading. - Wikidata - awgldk - TriplyDB

How Psychological Science Informs the Teaching of Reading.

How Psychological Science Informs the Teaching of Reading.

http://www.wikidata.org/entity/Q52127969

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Do "Brain-Training" Programs Work?Understanding human perception by human-made illusions Orthographic and phonological preview benefits: parafoveal processing in skilled and less-skilled deaf readers.Inter-subject variability in the use of two different neuronal networks for reading aloud familiar words Evaluating phonological processing skills in children with prelingual deafness who use cochlear implants Paying attention to reading: the neurobiology of reading and dyslexia.Support systems for poor readers: empirical data from six EU member states.Becoming literate in different languages: similar problems, different solutions.Dyslexia: The evolution of a scientific concept.Dyslexia: a new synergy between education and cognitive neuroscience.Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students.Current status of treatments for dyslexia: critical review.School evolution: scientist-practitioner educators creating optimal learning environments for all students.Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades Increases in Perspective Embedding Increase Reading Time Even with Typical Text Presentation: Implications for the Reading of Literature An examination of age-related changes in the control of lexical and sublexical pathways in mapping spelling to sound.Individual differences in fifth graders' reading and language predict their comprehension monitoring development: An eye-movement study.Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2 Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years.The nature of skilled adult reading varies with type of instruction in childhood.Biological abnormality of impaired reading is constrained by culture.Constructing and validating readability models: the method of integrating multilevel linguistic features with machine learning.Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level.Educational neuroscience: definitional, methodological, and interpretive issues.Pre-service teachers' knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture.Seven Elements Important to Successful Implementation of Early Literacy Intervention.Vocabulary and Grammar Differences Between Deaf and Hearing Students.Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement.Teacher knowledge, instructional expertise, and the development of reading proficiency.Why elementary teachers might be inadequately prepared to teach reading.Letter-Sound Knowledge: Exploring Gender Differences in Children When They Start School Regarding Knowledge of Large Letters, Small Letters, Sound Large Letters, and Sound Small Letters.What Eye Movements Reveal about Deaf Readers.How teachers would spend their time teaching language arts: the mismatch between self-reported and best practices.Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems.Differing effects of two synthetic phonics programmes on early reading development.The development of early literacy in Steiner- and standard-educated children.Effects of video-game ownership on young boys' academic and behavioral functioning: a randomized, controlled study.The N170 ERP component differs in laterality, distribution, and association with continuous reading measures for deaf and hearing readers.

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How Psychological Science Informs the Teaching of Reading.

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P2860

Neuroimaging studies of word reading.

Functional disruption in the organization of the brain for reading in dyslexia

Acquired dyslexia

Dyslexia: cultural diversity and biological unity

DRC: a dual route cascaded model of visual word recognition and reading aloud

Perceptual recognition as a function of meaninfulness of stimulus material

A distributed, developmental model of word recognition and naming.

Processes in word recognition

An interactive activation model of context effects in letter perception: I. An account of basic findings

Eye movements in reading and information processing: 20 years of research.

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