Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers
Author:
Affiliation:
1. Department of Community Health Tufts University School of Arts and Sciences Medford Massachusetts USA
2. Eliot‐Pearson Department of Child Study & Human Development Tufts University School of Arts and Sciences Medford Massachusetts USA
Publisher
Wiley
Subject
Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology,General Medicine
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/dys.1701
Reference36 articles.
1. Lifetime Prevalence of Learning Disability Among US Children
2. Collective screening tools for early identification of dyslexia
3. Predicting reading outcomes in the classroom using a computer-based phonological awareness screening and monitoring assessment (Com-PASMA)
4. Adult perceptions of children with dyslexia in the USA
5. Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School
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2. Technical adequacy of measuring teachers' knowledge of dyslexia;Dyslexia;2024-03-18
3. FOREIGN LANGUAGE LEARNING PROCESSES OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES;International Journal of Current Approaches in Language, Education and Social Sciences;2023-12-31
4. Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge;Reading and Writing;2023-10-30
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