Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students-Reference-Cited by-同舟云学术

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Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

Published:2017-12 Issue:2 Volume:118 Page:232-256
ISSN:0013-5984
Container-title:The Elementary School Journal
language:en
Short-container-title:The Elementary School Journal

Author:

Elleman Amy M.,Olinghouse Natalie G.,Gilbert Jennifer K.,Compton Donald L.,Spencer Jane Lawrence

Publisher

University of Chicago Press

Subject

Education

Link

http://www.journals.uchicago.edu/doi/pdf/10.1086/694322

Cited by 7 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency.;Journal of Educational Psychology;2024-07-18

2. Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill;Reading Psychology;2023-02-22

3. Academic vocabulary volume in elementary grades disciplinary textbooks.;Journal of Educational Psychology;2022-08

4. What do upper-elementary and middle school teachers know about the processes of text comprehension?;Reading and Writing;2022-03-05

5. How effective are reading comprehension interventions for children with ASD? A meta-analysis of single-case design studies.;School Psychology;2021-03

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