构建阅读和词汇教学科学:朗读课结构化补充对三年级学生特定领域阅读理解的实验效果

IF 2.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Scientific Studies of Reading Pub Date : 2024-07-01 DOI:10.1080/10888438.2024.2368145
Douglas M. Mosher, James S. Kim
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引用次数: 0

摘要

本研究通过说明如何通过结构化的补充来加强无处不在的课堂练习--朗读,为阅读和词汇教学科学做出了贡献。本实验...
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Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension
This study contributes to the science of teaching reading and vocabulary by illustrating how a ubiquitous classroom practice – read alouds – can be enhanced by structured supplements. This experime...
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来源期刊
CiteScore
7.20
自引率
2.70%
发文量
26
期刊介绍: This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.
期刊最新文献
A Multi-Site Study of Student Experiences with Code- and Meaning-Focused Literacy in Preschool-Third Grade Classrooms Intergenerational Effects on Children’s Reading Comprehension in Chinese: Evidence from a 3-Year Longitudinal Study The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension Preschool Morphological Awareness and Developmental Change in Early Reading Ability
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