关于学前班至三年级课堂中学生以代码和意义为重点的读写体验的多站点研究

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2024-08-30 DOI:10.1080/10888438.2024.2388558

Ashley Sanabria, Jin Kyoung Hwang, Elham Zargar, Deborah Lowe Vandell, Carol M Connor

引用次数: 0

摘要

我们研究了美国大量不同样本中识字学习机会的内容、背景和管理，以及这些机会是否因儿童的口语而有所不同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

A Multi-Site Study of Student Experiences with Code- and Meaning-Focused Literacy in Preschool-Third Grade Classrooms

We examine the content, context, and management of literacy learning opportunities in a large, diverse sample in the US and whether these opportunities were differentiated by children’s oral langua...

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

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.