A Comparison of Children Aged 4–5 Years Learning to Read Through Instructional Texts Containing Either a High or a Low Proportion of Phonically-Decodable Words-Reference-Cited by-同舟云学术

A Comparison of Children Aged 4–5 Years Learning to Read Through Instructional Texts Containing Either a High or a Low Proportion of Phonically-Decodable Words

Published:2019-09-09 Issue:1 Volume:48 Page:39-47
ISSN:1082-3301
Container-title:Early Childhood Education Journal
language:en
Short-container-title:Early Childhood Educ J

Author:

Price-Mohr Ruth^ORCID,Price Colin^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/content/pdf/10.1007/s10643-019-00970-4.pdf

Reference70 articles.

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3. Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., et al. (2018). The effects of a text-centred literacy curriculum for students with intellectual disability. American Journal on Intellectual and Developmental Disabilities,123(5), 474–494.

4. Amendum, S. J., Conradi, K., & Hiebert, E. (2018). Does text complexity matter in the elementary grades? A research synthesis of text difficulty and elementary student’s reading fluency and comprehension. Educational Psychological Review,30(1), 121–151.

5. Arizpe, E., & Styles, M. (2003). Children reading pictures: Interpreting visual texts. London: RoutledgeFalmer.

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