Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis-Reference-Cited by-同舟云学术

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Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis

Published:2021-08-30 Issue: Volume: Page:1-27
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Hwang HyeJin¹^ORCID,Cabell Sonia Q.²^ORCID,Joyner Rachel E.³

Affiliation:

1. Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Minneapolis, MN, USA

2. School of Teacher Education and Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA

3. Florida State University, Tallahassee, FL, USA

Funder

Institute of Education Sciences

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2021.1954005

Reference168 articles.

1. Learning reading strategies by triggering reading motivation

2. Reading Into the Future: Competence for the 21st Century

3. Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning.

4. Allen, L. K. & McNamara, D. S. (2020). Defining deep reading comprehension for diverse readers. In E. B. Moje, P. P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of reading research, (pp. 261–276). Routledge

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3. Integrating Text Structure Instruction in Science Education: A Design-Based Study;Journal of Science Teacher Education;2024-08-07

4. Do Mathematics and Reading Skills Impact Student Science Outcomes?;Journal of Learning Disabilities;2024-07-26

5. Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students;Education Sciences;2024-07-20

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