Gender Differences in Early Reading Strategies: A Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4–5 Year-Old Children-Reference-Cited by-同舟云学术

Gender Differences in Early Reading Strategies: A Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4–5 Year-Old Children

Published:2016-07-29 Issue:5 Volume:45 Page:613-620
ISSN:1082-3301
Container-title:Early Childhood Education Journal
language:en
Short-container-title:Early Childhood Educ J

Author:

Price-Mohr Ruth,Price Colin

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/article/10.1007/s10643-016-0813-y/fulltext.html

Reference73 articles.

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3. Baye, A., & Monseur, C. (2016). Gender differences in variability and extreme scores in an international context. Large-scale Assessments in Education, 4(1), 1. doi: 10.1186/s40536-015-0015-x .

4. Beech, J. R. (2010). Young readers’ strategic approaches to reading unfamiliar words in text. Reading and Writing Quarterly: Overcoming Learning Difficulties, 26(3), 264–284.

5. Bowyer-Crane, C., & Snowling, M. J. (2005). Assessing children’s inference generation: What do tests of reading comprehension measure? British Journal of Education Psychology, 75, 189–201.

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