Learning to Read: Variability, Continuous Change and Adaptability in Children’s Use of Word-Solving Strategies
Author:
Affiliation:
1. School of Education, University of Indianapolis, Indianapolis, IN, USA
2. Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA
3. Department of Educational Studies, The Ohio State University, Columbus, OH, USA
Publisher
Informa UK Limited
Subject
Linguistics and Language,Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02702711.2023.2253252
Reference46 articles.
1. 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
2. Clay M. M. (1966). Emergent reading behavior (Unpublished doctoral dissertation). Auckland NZ: University of Auckland.
3. Clay M. M. (1969). Reading errors and self‐correction behaviour. British Journal of Educational Psychology 39 (1) 47–56.
4. Clay, M. M. (2001). Change over time in children’s literacy development. Portsmouth, NH: Heinemann Educational Books.
5. Clay, M. M. (2013). An observation survey of early literacy achievement (3rd ed.). Portsmouth, NH: Heinemann.
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