The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia-Reference-Cited by-同舟云学术

The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia

Published:2021-07-07 Issue: Volume: Page:1-19
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Austin Christy R.¹,Vaughn Sharon²,Clemens Nathan H.²,Pustejovsky James E.³^ORCID,Boucher Alexis N.²

Affiliation:

1. Department of Educational Psychology, The University of Utah, Salt Lake City, Utah, USA

2. Department of Special Education, The University of Texas at Austin, Austin, Texas, USA

3. Department of Educational Psychology, University of Wisconsin - Madison, Madison, WI, USA

Funder

Office of Special Education Programs, U.S. Department of Education

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2021.1947294

Reference86 articles.

1. Characteristics of Children Who Are Unresponsive to Early Literacy Intervention

2. Characteristics of Children Who Are Unresponsive to Early Literacy Intervention

3. Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction

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