Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District-Reference-Cited by-同舟云学术

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Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District

Published:2020-07-14 Issue:1 Volume:60 Page:81-106
ISSN:1938-8071
Container-title:Literacy Research and Instruction
language:en
Short-container-title:Literacy Research and Instruction

Author:

Paige David D.¹^ORCID,Smith Grant²,Rupley William³,Wells Will²

Affiliation:

1. School of Education, Northern Illinois University, DeKalb, Illinois, USA

2. Annsley Frazier Thornton School of Education, Bellarmine University, Louisville, Kentucky, USA

3. College of Education and Human Development, Texas A&M University System, College Station, Texas, USA

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19388071.2020.1780653

Reference102 articles.

1. Children in Motion: School Transfers and Elementary School Performance

2. What Is Orthographic Knowledge?

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Revisiting complex text instruction: A study of 11th‐grade history students;Psychology in the Schools;2023-05-08

2. Reliability of Ratings of Multidimensional Fluency Scale with Many-Facet Rasch Model;International Journal of Assessment Tools in Education;2022-06-06

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