Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2-Reference-Cited by-同舟云学术

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Published:2023-10-10 Issue: Volume: Page:
ISSN:2211-1662
Container-title:Technology, Knowledge and Learning
language:en
Short-container-title:Tech Know Learn

Author:

Zhang Shuai^ORCID,Wijekumar Kausalai Kay

Funder

Office of Innovation and Improvement

Publisher

Springer Science and Business Media LLC

Subject

Computer Science Applications,Human-Computer Interaction,Education,Mathematics (miscellaneous)

Link

https://link.springer.com/content/pdf/10.1007/s10758-023-09693-3.pdf

Reference22 articles.

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2. Benner, G. J., Nelson, J. R., Stage, S. A., & Ralston, N. C. (2011). The influence of fidelity of implementation on the reading outcomes of middle school students experiencing reading difficulties. Remedial and Special Education, 32, 79–88.

3. Bogaerds-Hazenberg, S. T., Evers-Vermeul, J., & van den Bergh, H. (2021). A meta-analysis on the effects of text structure instruction on reading comprehension in the upper elementary grades. Reading Research Quarterly, 56, 435–462.

4. Chall, J. (1983). Stages of reading development. McGraw-Hill.

5. Ji, X. R., Beerwinkle, A., Wijekumar, K., Lei, P., Joshi, M., R., & Zhang, S. (2018). Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students. Reading and Writing: An Interdisciplinary Journal, 31, 2095–2113.