Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?-Reference-Cited by-同舟云学术

Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?

Published:2012-10 Issue:4 Volume:15 Page:319-342
ISSN:1524-0754
Container-title:NHSA Dialog
language:en
Short-container-title:NHSA Dialog

Author:

Grant Amy¹,Wood Eileen¹,Gottardo Alexandra¹,Evans Mary Ann²,Phillips Linda³,Savage Robert⁴

Affiliation:

1. a Wilfrid Laurier University, Department of Psychology

2. b University of Guelph, Department of Psychology

3. c University of Alberta, Department of Elementary Education

4. d McGill University, Department of Education

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/15240754.2012.725487

Reference58 articles.

1. The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.

2. Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.

3. Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review

4. Phonological awareness and early reading: A meta-analysis of experimental training studies.

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