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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
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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
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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":null,"pages":null},"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":null,"pages":null},"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
Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill 版画学习：儿童正字法学习在阅读技能发展中作用的理论框架
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-22 DOI: 10.1002/rrq.489
Nicole J. Conrad, S. Deacon
{"title":"Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill","authors":"Nicole J. Conrad, S. Deacon","doi":"10.1002/rrq.489","DOIUrl":"https://doi.org/10.1002/rrq.489","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384200","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
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement 在识字方面建立学术韧性：数字阅读实践与动机和认知参与
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-10 DOI: 10.1002/rrq.486
Eunjee Jang, Y. Seo, Janina Brutt‐Griffler
{"title":"Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement","authors":"Eunjee Jang, Y. Seo, Janina Brutt‐Griffler","doi":"10.1002/rrq.486","DOIUrl":"https://doi.org/10.1002/rrq.486","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362912","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: 3
Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis 建构整合理论对自闭症谱系障碍学生阅读理解教学的系统评价与荟萃分析
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-03 DOI: 10.1002/rrq.483
Shuai Zhang, Debra A. Prykanowski, D. Koppenhaver
{"title":"Using\u0000 Construction‐Integration\u0000 Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis","authors":"Shuai Zhang, Debra A. Prykanowski, D. Koppenhaver","doi":"10.1002/rrq.483","DOIUrl":"https://doi.org/10.1002/rrq.483","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44578760","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
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia? 阅读障碍的代际传播：父母困难的不同识别方法如何影响儿童阅读障碍风险的结论？
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-10-29 DOI: 10.1002/rrq.482
Daria Khanolainen, Jenni Salminen, K. Eklund, Marja‐Kristiina Lerkkanen, M. Torppa
{"title":"Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?","authors":"Daria Khanolainen, Jenni Salminen, K. Eklund, Marja‐Kristiina Lerkkanen, M. Torppa","doi":"10.1002/rrq.482","DOIUrl":"https://doi.org/10.1002/rrq.482","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45618187","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: 3
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years 小学领域知识与阅读方向关系的纵向调查
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-10-20 DOI: 10.1002/rrq.481
HyeJin Hwang, Kristen L. McMaster, Panayiota Kendeou
{"title":"A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years","authors":"HyeJin Hwang, Kristen L. McMaster, Panayiota Kendeou","doi":"10.1002/rrq.481","DOIUrl":"https://doi.org/10.1002/rrq.481","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47811864","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: 2
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