Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3
Author:
Funder
Institute of Education Sciences
National Institute of Child Health and Human Development
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11145-024-10556-1.pdf
Reference65 articles.
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2. Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14(4), 367–381. https://doi.org/10.3102/00028312014004367
3. Barone, D. (2003). Second grade is important: Literacy instruction and learning of young children in a high-poverty school. Journal of Literacy Research, 35(4), 965–1018. https://doi.org/10.1207/s15548430jlr3504_3
4. Bowers, J. S. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 32(3), 681–705. https://doi.org/10.1007/s10648-019-09515-y
5. Cao, Y., Grace Kim, Y.-S., & Cho, M. (2023). Are observed classroom practices related to student language/literacy achievement? Review of Educational Research, 93(5), 679–717. https://doi.org/10.3102/00346543221130687
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