Publisher
Springer International Publishing
Reference32 articles.
1. Biancarosa, G., Afflerbach, P., & Pearson, P. D. (2020). Teaching reading for understanding: Synthesis and reflections on the curriculum and instruction portfolio. Reaping the rewards of the reading for understanding initiative. National Academy of Education.
2. Coker, D. L., Jennings, A. S., Farley-Ripple, E., & MacArthur, C. A. (2018a). When the type of practice matters: The relationship between typical writing instruction, student practice, and writing achievement in first grade. Contemporary Educational Psychology, 54, 235–246. https://doi.org/10.1016/j.cedpsych.2018.06.013
3. Coker, D. L., Jennings, A. S., Farley-Ripple, E., & MacArthur, C. A. (2018b). The type of writing instruction and practice matters: The direct and indirect effects of writing instruction and student practice on reading achievement. Journal of Educational Psychology, 110(4), 502–517. https://doi.org/10.1037/edu0000232
4. Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective Reading comprehension instruction: Examining child x instruction interactions. Journal of Educational Psychology, 96(4), 682–698. https://doi.org/10.1037/0022-0663.96.4.682
5. Cronbach, L. J., Rajaratnam, N., & Gleser, G. C. (1963). Theory of generalizability: A liberalization of reliability theory. British Journal of Statistical Psychology, 16(2), 137–163.