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Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children 说阿拉伯语的叙利亚难民儿童的形态学和阅读技能
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2023-03-07 DOI: 10.1002/rrq.495
Redab Al-Janaideh, S. Tibi, A. Gottardo, J. Paradis, Xi Chen
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引用次数: 0
Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading? 拼写和词汇能提高儿童阅读困难的分类准确性吗？
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2023-03-07 DOI: 10.1002/rrq.496
Y. Kim, Y. Petscher
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引用次数: 0
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children 基于动态评价的汉语儿童语素识别与汉字阅读预测研究
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2023-01-25 DOI: 10.1002/rrq.493
Yongqiang Su, Xi Chen, M. Huo, Yan Gan, Jiawen Zhang, Hong Li
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引用次数: 0
The Effect of Spacing Versus Massing on Orthographic Learning 间距与体量对正交学习的影响
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-12-28 DOI: 10.1002/rrq.492
Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, Erik D. Reichle, K. Nation, A. Castles
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引用次数: 0
Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey 教师眼中的阅读障碍:一项探索性调查
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-12-26 DOI: 10.1002/rrq.490
S. Dymock, T. Nicholson
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引用次数: 2
Upper Elementary Teachers' Knowledge of Reading Comprehension, Classroom Practice, and Student's Performance in Reading Comprehension 高中教师的阅读理解知识、课堂实践与学生的阅读理解表现
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-12-21 DOI: 10.1002/rrq.491
Alida K. Hudson
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引用次数: 2
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature 如果不是这样呢?在文学教学中，教师用过去的考试来想象可能的未来
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-27 DOI: 10.1002/rrq.488
S. Levine, Daniel P. Moore, Emma Bene, Michael W. Smith
{"title":"What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature","authors":"S. Levine, Daniel P. Moore, Emma Bene, Michael W. Smith","doi":"10.1002/rrq.488","DOIUrl":"https://doi.org/10.1002/rrq.488","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41950838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf ( RRQ , 2022) 在学习密码之前：对Sargiani、Ehri和Maluf的评论（RRQ，2022）
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-23 DOI: 10.1002/rrq.487
Teng Guo, Maria Vazeux, Nadège Doignon-Camus, Marie-Line Bosse, G. Mahé, D. Zagar
{"title":"Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (\u0000 RRQ\u0000 , 2022)","authors":"Teng Guo, Maria Vazeux, Nadège Doignon-Camus, Marie-Line Bosse, G. Mahé, D. Zagar","doi":"10.1002/rrq.487","DOIUrl":"https://doi.org/10.1002/rrq.487","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47166510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Technology supports in the UDL framework: Removable scaffolds or permanent new literacies? UDL框架中的技术支持：可移除的支架还是永久的新文字？
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-23 DOI: 10.1002/rrq.484
Sheri Vasinda, J. Pilgrim
{"title":"Technology supports in the\u0000 UDL\u0000 framework: Removable scaffolds or permanent new literacies?","authors":"Sheri Vasinda, J. Pilgrim","doi":"10.1002/rrq.484","DOIUrl":"https://doi.org/10.1002/rrq.484","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42621189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an Intersectional LGBTQ +‐Inclusive Curriculum 中学课堂中的读写(失调)取向:LGBTQ + +包容性交叉课程的可能性与局限性
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-22 DOI: 10.1002/rrq.485
Ryan Schey
{"title":"Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an Intersectional\u0000 LGBTQ\u0000 +‐Inclusive Curriculum","authors":"Ryan Schey","doi":"10.1002/rrq.485","DOIUrl":"https://doi.org/10.1002/rrq.485","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42638092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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