The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing-Reference-Cited by-同舟云学术

The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing

Published:2024-07-31 Issue: Volume: Page:1-23
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Kim Young-Suk Grace¹^ORCID,Harris Karen R.²³^ORCID,Goldstone Rebecca¹,Camping April⁴^ORCID,Graham Steve²³^ORCID

Affiliation:

1. School of Education, University of California, Irvine, California, USA

2. Mary Lou Fulton College of Education, Arizona State University, Tempe, Arizona, USA

3. Institute for Learning Sciences & Teacher Education, Australian Catholic University, California, Brisbane, USA

4. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

Funder

The US Department of Education, Institute of Education Science

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2024.2380272

Reference82 articles.

1. Adams, M. A. (1990). Beginning to read: Thinking and learning about print. MIT Press.

2. Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis.

3. Apel, K., Masterson, J. J., & Hart, P. (2004). Integration of language components in spelling: Instruction that maximizes students’ learning. In E. R. Silliman & L. C. Wilkinson (Eds.), Language and literacy learning in schools (pp. 292–315). Guilford Press.

4. Teaching text structure to improve reading and writing;Armbruster B. B.;The Reading Teacher,1989

5. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). Longman.

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