Write‐It‐Out: A Teaching Response to Foster Complete Word Analysis

IF 1.4 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading Teacher Pub Date : 2023-08-29 DOI:10.1002/trtr.2242

J. Stouffer

引用次数: 0

Abstract

The author presents a teaching prompt to instruct readers who seemingly guess at words with no or limited use of grapheme‐phonemic correspondences.

查看原文本刊更多论文

写出来:培养完整的单词分析的教学反应

作者提出了一个教学提示，以指导那些似乎在猜测没有或有限使用字形-音位对应关系的单词的读者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Reading Teacher EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

30.80%

发文量

期刊介绍： The Reading Teacher (RT) provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners.