How Psychological Science Informs the Teaching of Reading.
about
Do "Brain-Training" Programs Work?Understanding human perception by human-made illusionsOrthographic 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 wordsEvaluating phonological processing skills in children with prelingual deafness who use cochlear implantsPaying 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 GradesIncreases in Perspective Embedding Increase Reading Time Even with Typical Text Presentation: Implications for the Reading of LiteratureAn 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 2Testing 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.
P2860
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P2860
How Psychological Science Informs the Teaching of Reading.
description
2001 nî lūn-bûn
@nan
2001年の論文
@ja
2001年学术文章
@wuu
2001年学术文章
@zh
2001年学术文章
@zh-cn
2001年学术文章
@zh-hans
2001年学术文章
@zh-my
2001年学术文章
@zh-sg
2001年學術文章
@yue
2001年學術文章
@zh-hant
name
How Psychological Science Informs the Teaching of Reading.
@en
How Psychological Science Informs the Teaching of Reading.
@nl
type
label
How Psychological Science Informs the Teaching of Reading.
@en
How Psychological Science Informs the Teaching of Reading.
@nl
prefLabel
How Psychological Science Informs the Teaching of Reading.
@en
How Psychological Science Informs the Teaching of Reading.
@nl
P2093
P2860
P356
P1476
How Psychological Science Informs the Teaching of Reading.
@en
P2093
B R Foorman
C A Perfetti
D Pesetsky
M S Seidenberg
P2860
P356
10.1111/1529-1006.00004
P577
2001-11-01T00:00:00Z