-
2
-
-
0000739261
-
Word recognition: the interface of educational policies and scientific research
-
Adams, M.J., and Bruck, M., 1995. Word recognition: the interface of educational policies and scientific research. Reading and Writing: An Interdisciplinary Journal, 5: 113–139.
-
(1995)
Reading and Writing: An Interdisciplinary Journal
, vol.5
, pp. 113-139
-
-
Adams, M.J.1
Bruck, M.2
-
3
-
-
0003619530
-
-
Champaign, IL: The Centre for the Study of Reading
-
Anderson, R.C., Hiebert, E.H., Scott, J.A., and Wilkinson, I.A.G., 1985. Becoming a Nation of Readers: the report of the Commission on Reading, Champaign, IL: The Centre for the Study of Reading.
-
(1985)
Becoming a Nation of Readers: the report of the Commission on Reading
-
-
Anderson, R.C.1
Hiebert, E.H.2
Scott, J.A.3
Wilkinson, I.A.G.4
-
4
-
-
84970515196
-
Differential diagnosis-prescriptive teaching: a critical appraisal
-
Arter, J.A., and Jenkins, J.R.V., 1979. Differential diagnosis-prescriptive teaching: a critical appraisal. Review of Educational Research, 49: 517–555.
-
(1979)
Review of Educational Research
, vol.49
, pp. 517-555
-
-
Arter, J.A.1
Jenkins, J.R.V.2
-
5
-
-
19244362615
-
-
Canberra: Australian Printing Office
-
Australian Government House of Representatives Enquiry. 1993. The Literacy Challenge, Canberra: Australian Printing Office.
-
(1993)
The Literacy Challenge
-
-
-
7
-
-
84990405044
-
-
Vic, Australia: Maroondah Region Publication
-
Barmby, S., Bonham, D., Lawry, F., and Nissner, H., 1986. Real Literacy: shifting the focus, Vic, Australia: Maroondah Region Publication.
-
(1986)
Real Literacy: shifting the focus
-
-
Barmby, S.1
Bonham, D.2
Lawry, F.3
Nissner, H.4
-
8
-
-
84930565939
-
Teaching word recognition to slow learning children
-
Bateman, B., 1991. Teaching word recognition to slow learning children. Reading, Writing and Learning Disabilities, 7: 1–16.
-
(1991)
Reading, Writing and Learning Disabilities
, vol.7
, pp. 1-16
-
-
Bateman, B.1
-
9
-
-
84925978002
-
A follow-up of Follow Through: the later effects of the Direct Instruction model on children in fifth and sixth grades
-
Becker, W.C., and Gersten, R., 1982. A follow-up of Follow Through: the later effects of the Direct Instruction model on children in fifth and sixth grades. American Educational Research Journal, 19: 75–92.
-
(1982)
American Educational Research Journal
, vol.19
, pp. 75-92
-
-
Becker, W.C.1
Gersten, R.2
-
10
-
-
0039353814
-
A constructive look at Follow Through results
-
Bereiter, C., and Kurland, M., 1981. A constructive look at Follow Through results. Interchange, 12: 1–22.
-
(1981)
Interchange
, vol.12
, pp. 1-22
-
-
Bereiter, C.1
Kurland, M.2
-
11
-
-
0003288630
-
The co-operative research program in first grade reading instruction
-
Bond, G.L., and Dykstra, R., 1967. The co-operative research program in first grade reading instruction. Reading Research Quarterly, 2: 5–142.
-
(1967)
Reading Research Quarterly
, vol.2
, pp. 5-142
-
-
Bond, G.L.1
Dykstra, R.2
-
12
-
-
0039506101
-
Debunking the great phonics myth
-
Carbo, M., 1988. Debunking the great phonics myth. Phi Delta Kappan, 70: 226–240.
-
(1988)
Phi Delta Kappan
, vol.70
, pp. 226-240
-
-
Carbo, M.1
-
13
-
-
84965395344
-
Giving unequal learners an equal chance: a reply to a biased critique of learning styles
-
Carbo, M., 1992. Giving unequal learners an equal chance: a reply to a biased critique of learning styles. Remedial and Special Education, 13: 19–29.
-
(1992)
Remedial and Special Education
, vol.13
, pp. 19-29
-
-
Carbo, M.1
-
15
-
-
0009958123
-
Trustworthiness, useabiliry, and accessibility of educational research
-
Carnine, D., 1995. Trustworthiness, useabiliry, and accessibility of educational research. Journal of Behavioral Education, 5: 251–258.
-
(1995)
Journal of Behavioral Education
, vol.5
, pp. 251-258
-
-
Carnine, D.1
-
17
-
-
21844515952
-
Getting off to a better start in reading and spelling: the effects of phonemic awareness instruction within a whole language classroom
-
Castle, J.M., Riach, J., and Nicholson, T., 1994. Getting off to a better start in reading and spelling: the effects of phonemic awareness instruction within a whole language classroom. Journal of Educational Psychology, 86: 350–359.
-
(1994)
Journal of Educational Psychology
, vol.86
, pp. 350-359
-
-
Castle, J.M.1
Riach, J.2
Nicholson, T.3
-
19
-
-
85066744180
-
The great debate: ten years later, with a modest proposal for reading stages
-
Resnick L.B., Weaver P.A., (eds), Hillsdale, NJ: Lawrence Erlbaum Associates,. Edited by
-
Chall, J.S., 1979. “ The great debate: ten years later, with a modest proposal for reading stages ”. In Theory and Practice in Early Reading, Edited by: Resnick, L.B., and Weaver, P.A., Vol. 1, 29–54. Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1979)
Theory and Practice in Early Reading
, vol.1
, pp. 29-54
-
-
Chall, J.S.1
-
20
-
-
84935540340
-
Evaluating the Whole Language approach to language arts: the pros and cons
-
Chaney, C., 1990. Evaluating the Whole Language approach to language arts: the pros and cons. Language, Speech, and Hearing in Schools, 21: 244–249.
-
(1990)
Language, Speech, and Hearing in Schools
, vol.21
, pp. 244-249
-
-
Chaney, C.1
-
22
-
-
84902638552
-
A historical perspective
-
Estill Alexander J., (ed), 3rd edn, USA: Scott, Foresman & Co,. Edited by
-
Davis, A., 1988. “ A historical perspective ”. In Teaching Reading, 3rd edn, Edited by: Estill Alexander, J., 532–553. USA: Scott, Foresman & Co.
-
(1988)
Teaching Reading
, pp. 532-553
-
-
Davis, A.1
-
24
-
-
0003133854
-
Survey of research on learning styles
-
March, and
-
Dunn, R., Beaudry, J.S., and Klavas, A., 1989. Survey of research on learning styles. Educational Leadership, March: 50–58.
-
(1989)
Educational Leadership
, pp. 50-58
-
-
Dunn, R.1
Beaudry, J.S.2
Klavas, A.3
-
25
-
-
84973748588
-
Whose agenda is this anyway? A response to McKenna, Robinson & Miller
-
Edelsky, C., 1990. Whose agenda is this anyway? A response to McKenna, Robinson & Miller. Educational Researcher, 19: 7–11.
-
(1990)
Educational Researcher
, vol.19
, pp. 7-11
-
-
Edelsky, C.1
-
26
-
-
0007319424
-
An experiment with a modified whole language approach in first grade classrooms
-
Eldredge, L., 1991. An experiment with a modified whole language approach in first grade classrooms. Reading Research and Instruction, 30: 21–38.
-
(1991)
Reading Research and Instruction
, vol.30
, pp. 21-38
-
-
Eldredge, L.1
-
28
-
-
85064308515
-
Corrective feedback in Whole Language teaching: implications for children with learning problems
-
Fields, B.A., and Kempe, A., 1992. Corrective feedback in Whole Language teaching: implications for children with learning problems. Australian Journal of Special Education, 16: 22–31.
-
(1992)
Australian Journal of Special Education
, vol.16
, pp. 22-31
-
-
Fields, B.A.1
Kempe, A.2
-
30
-
-
21844486679
-
Research on ‘The Great Debate’: code-oriented versus Whole Language approaches to reading instruction
-
Foorman, B.R., 1995. Research on ‘The Great Debate’: code-oriented versus Whole Language approaches to reading instruction. School Psychology Review, 24: 376–392.
-
(1995)
School Psychology Review
, vol.24
, pp. 376-392
-
-
Foorman, B.R.1
-
32
-
-
33748371045
-
The enduring value of instructional research
-
Gable R., Warren S., (eds), Philadelphia, PA: Jessica Kingsley, and,. Edited by
-
Gable, R.A., and Warren, S.F., 1993. “ The enduring value of instructional research ”. In Advances in Mental Retardation and Developmental Disabilities: strategies for teaching students with mild to severe mental retardation, Edited by: Gable, R., and Warren, S., 1–7. Philadelphia, PA: Jessica Kingsley.
-
(1993)
Advances in Mental Retardation and Developmental Disabilities: strategies for teaching students with mild to severe mental retardation
, pp. 1-7
-
-
Gable, R.A.1
Warren, S.F.2
-
33
-
-
21144463356
-
Visions and revisions: a special education perspective on the Whole Language controversy
-
Gersten, R., and Dimino, J., 1993. Visions and revisions: a special education perspective on the Whole Language controversy. Remedial & Special Education, 14: 5–13.
-
(1993)
Remedial & Special Education
, vol.14
, pp. 5-13
-
-
Gersten, R.1
Dimino, J.2
-
34
-
-
0039217571
-
The continued impact of the Direct Instruction model: longitudinal studies of Follow Through students
-
Gersten, R., Keating, T., and Becker, W., 1988. The continued impact of the Direct Instruction model: longitudinal studies of Follow Through students. Education and Treatment of Children, 11: 318–327.
-
(1988)
Education and Treatment of Children
, vol.11
, pp. 318-327
-
-
Gersten, R.1
Keating, T.2
Becker, W.3
-
37
-
-
0011798206
-
Whole Language is whole: a response to Heymsfeld
-
March
-
Goodman, K.S., 1989. Whole Language is whole: a response to Heymsfeld. Educational Leadership, March: 69–72.
-
(1989)
Educational Leadership
, pp. 69-72
-
-
Goodman, K.S.1
-
38
-
-
34249960723
-
An analysis of the debate: teaching reading without conveying phonics information
-
Groff, P., 1990. An analysis of the debate: teaching reading without conveying phonics information. Interchange, 21: 1–14.
-
(1990)
Interchange
, vol.21
, pp. 1-14
-
-
Groff, P.1
-
39
-
-
0029854696
-
The gulf between educational research and policy: the example of direct instruction and Whole Language
-
Hempenstall, K., 1996. The gulf between educational research and policy: the example of direct instruction and Whole Language. Behaviour Change, 13: 33–46.
-
(1996)
Behaviour Change
, vol.13
, pp. 33-46
-
-
Hempenstall, K.1
-
41
-
-
84934561850
-
Filling the hole in Whole Language
-
March
-
Heymsfeld, C.R., 1989. Filling the hole in Whole Language. Educational Leadership, March: 65–68.
-
(1989)
Educational Leadership
, pp. 65-68
-
-
Heymsfeld, C.R.1
-
42
-
-
0009252306
-
No simple answer: critique of the Follow Through evaluation
-
House, E.R., Glass, G.V., McLean, L.D., and Waler, D.F., 1978. No simple answer: critique of the Follow Through evaluation. Harvard Educational Review, 48: 128–160.
-
(1978)
Harvard Educational Review
, vol.48
, pp. 128-160
-
-
House, E.R.1
Glass, G.V.2
McLean, L.D.3
Waler, D.F.4
-
43
-
-
0029193039
-
Phonological awareness and visual skills in learning to read Chinese and English
-
Huang, H.S., and Hanley, R., 1994. Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54: 73–98.
-
(1994)
Cognition
, vol.54
, pp. 73-98
-
-
Huang, H.S.1
Hanley, R.2
-
44
-
-
21144477597
-
Phonological processing skills and the Reading Recovery program
-
Iverson, S., and Tunmer, W.E., 1993. Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85: 112–126.
-
(1993)
Journal of Educational Psychology
, vol.85
, pp. 112-126
-
-
Iverson, S.1
Tunmer, W.E.2
-
45
-
-
84936527007
-
Is whole language restructuring our classroom?
-
Johnson, B., and Stone, E., 1991. Is whole language restructuring our classroom?. Contemporary Education, 62: 102–104.
-
(1991)
Contemporary Education
, vol.62
, pp. 102-104
-
-
Johnson, B.1
Stone, E.2
-
47
-
-
0001922362
-
A Whole Language and traditional instruction cmparison: overall effectiveness and development of the alphabetic principle
-
Klesius, J.P., Griffith, P.L., and Zielonka, P., 1991. A Whole Language and traditional instruction cmparison: overall effectiveness and development of the alphabetic principle. Reading Research & Instruction, 30: 47–61.
-
(1991)
Reading Research & Instruction
, vol.30
, pp. 47-61
-
-
Klesius, J.P.1
Griffith, P.L.2
Zielonka, P.3
-
48
-
-
84965573352
-
Adult reading practices for work and leisure
-
Kirsch, I., and Guthrie, J., 1984. Adult reading practices for work and leisure. Adult Education Quarterly, 34: 213–232.
-
(1984)
Adult Education Quarterly
, vol.34
, pp. 213-232
-
-
Kirsch, I.1
Guthrie, J.2
-
49
-
-
0002204170
-
Whole Language vs. Code Emphasis: underlying assumptions and their implications for reading instruction
-
Liberman, I.Y., and Liberman, A.M., 1990. Whole Language vs. Code Emphasis: underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40: 51–75.
-
(1990)
Annals of Dyslexia
, vol.40
, pp. 51-75
-
-
Liberman, I.Y.1
Liberman, A.M.2
-
50
-
-
0002803734
-
Whole Language reading instruction for students with learning disabilities: caught in the cross fire
-
Mather, N., 1992. Whole Language reading instruction for students with learning disabilities: caught in the cross fire. Learning Disabilities Research & Practice, 7: 87–95.
-
(1992)
Learning Disabilities Research & Practice
, vol.7
, pp. 87-95
-
-
Mather, N.1
-
51
-
-
84929065491
-
Whole Language: theory, instruction, and future implementation
-
McCaslin, M.M., 1989. Whole Language: theory, instruction, and future implementation. The Elementary School Journal, 90: 223–229.
-
(1989)
The Elementary School Journal
, vol.90
, pp. 223-229
-
-
McCaslin, M.M.1
-
52
-
-
84970127512
-
On combining apples and oranges: a response to Stahl & Miller
-
McGee, L.M., and Lomax, R.G., 1990. On combining apples and oranges: a response to Stahl & Miller. Review of Educational Research, 60: 133–140.
-
(1990)
Review of Educational Research
, vol.60
, pp. 133-140
-
-
McGee, L.M.1
Lomax, R.G.2
-
53
-
-
84923736853
-
Reading instruction: plus ça change
-
March
-
McGinitie, W.H., 1991. Reading instruction: plus ça change. Educational Leadership, March: 55–58.
-
(1991)
Educational Leadership
, pp. 55-58
-
-
McGinitie, W.H.1
-
54
-
-
84973824872
-
Whole Language and the need for open enquiry: a rejoinder to Edelsky
-
McKenna, M.C., Robinson, R.D., and Miller, J.W., 1990a. Whole Language and the need for open enquiry: a rejoinder to Edelsky. Educational Researcher, 19: 12–13.
-
(1990)
Educational Researcher
, vol.19
, pp. 12-13
-
-
McKenna, M.C.1
Robinson, R.D.2
Miller, J.W.3
-
55
-
-
0039264331
-
Whole Language: a research agenda for the nineties
-
McKenna, M.C., Robinson, R.D., and Miller, J.W., 1990b. Whole Language: a research agenda for the nineties. Educational Researcher, 19: 3–6.
-
(1990)
Educational Researcher
, vol.19
, pp. 3-6
-
-
McKenna, M.C.1
Robinson, R.D.2
Miller, J.W.3
-
56
-
-
84970316255
-
A critical commentary on research, politics, and Whole Language
-
McKenna, M.C., Stahl, S.A., and Reinking, D., 1994. A critical commentary on research, politics, and Whole Language. Journal of Reading Behavior, 26: 211–233.
-
(1994)
Journal of Reading Behavior
, vol.26
, pp. 211-233
-
-
McKenna, M.C.1
Stahl, S.A.2
Reinking, D.3
-
57
-
-
0010069516
-
Direct Instruction: a project Follow Through success story in an inner-city school
-
Meyer, L.A., Gersten, R.M., and Gutkin, J., 1983. Direct Instruction: a project Follow Through success story in an inner-city school. The Elementary School Journal, 84: 241–252.
-
(1983)
The Elementary School Journal
, vol.84
, pp. 241-252
-
-
Meyer, L.A.1
Gersten, R.M.2
Gutkin, J.3
-
58
-
-
0003617154
-
-
Washington, DC: US Government Printing Office
-
National Commission on Excellence in Education. 1983. A Nation at Risk: the imperative for educational reform, Washington, DC: US Government Printing Office.
-
(1983)
A Nation at Risk: the imperative for educational reform
-
-
-
59
-
-
84936527006
-
Whole language: a changed universe
-
Newman, J.M., 1991. Whole language: a changed universe. Contemporary Education, 62: 70–75.
-
(1991)
Contemporary Education
, vol.62
, pp. 70-75
-
-
Newman, J.M.1
-
62
-
-
0002452274
-
Classroom instruction in reading
-
Pearson D., (ed), 3rd edn, New York: MacMillan, and,. Edited by
-
Rosenshine, B.V., and Stevens, R., 1984. “ Classroom instruction in reading ”. In Handbook of Reading Research, 3rd edn, Edited by: Pearson, D., 376–391. New York: MacMillan.
-
(1984)
Handbook of Reading Research
, pp. 376-391
-
-
Rosenshine, B.V.1
Stevens, R.2
-
63
-
-
84936446468
-
Theoretical and instructional implications of the assessment of two microcomputer word recognition programs
-
Roth, S.F., and Beck, I.L., 1987. Theoretical and instructional implications of the assessment of two microcomputer word recognition programs. Reading Research Quarterly, 22: 197–218.
-
(1987)
Reading Research Quarterly
, vol.22
, pp. 197-218
-
-
Roth, S.F.1
Beck, I.L.2
-
64
-
-
0002096041
-
Consequences of three pre-school curriculum models through age 15
-
Schweinhart, L.J., Weikart, D.P., and Larner, W.B., 1986. Consequences of three pre-school curriculum models through age 15. Early Childhood Research Quarterly, 1: 15–45.
-
(1986)
Early Childhood Research Quarterly
, vol.1
, pp. 15-45
-
-
Schweinhart, L.J.1
Weikart, D.P.2
Larner, W.B.3
-
65
-
-
0002185733
-
People who live in glass houses
-
Smith C.B., (ed), Bloomington, IN: ERIC,. Edited by
-
Shannon, P., 1994. “ People who live in glass houses ”. In Whole Language: the debate, Edited by: Smith, C.B., 97–120. Bloomington, IN: ERIC.
-
(1994)
Whole Language: the debate
, pp. 97-120
-
-
Shannon, P.1
-
66
-
-
0029298160
-
Phonological recoding and self-teaching: sine qua non of reading acquisition
-
Share, D.L., 1995. Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55: 151–218.
-
(1995)
Cognition
, vol.55
, pp. 151-218
-
-
Share, D.L.1
-
67
-
-
84977055710
-
Overcoming educational disadvantageness
-
Guthrie J.T., (ed), Newark, DE: International Reading Association, and,. Edited by
-
Singer, H., and Balow, I.H., 1981. “ Overcoming educational disadvantageness ”. In Comprehension and Teaching: research review, Edited by: Guthrie, J.T., 101–114. Newark, DE: International Reading Association.
-
(1981)
Comprehension and Teaching: research review
, pp. 101-114
-
-
Singer, H.1
Balow, I.H.2
-
68
-
-
0003822756
-
-
New York: Holt, Rinehart & Winston
-
Smith, F., 1978. Understanding Reading, New York: Holt, Rinehart & Winston.
-
(1978)
Understanding Reading
-
-
Smith, F.1
-
69
-
-
0007174274
-
Learning to read: the never-ending debate
-
Smith, F., 1992. Learning to read: the never-ending debate. Phi Delta Kappan, 74: 432–441.
-
(1992)
Phi Delta Kappan
, vol.74
, pp. 432-441
-
-
Smith, F.1
-
70
-
-
85064299709
-
A practical guide to whole language in the intermediate classroom
-
Smith, P.G., 1991. A practical guide to whole language in the intermediate classroom. Contemporary Education, 62: 88–95.
-
(1991)
Contemporary Education
, vol.62
, pp. 88-95
-
-
Smith, P.G.1
-
72
-
-
0345870633
-
Learning styles and learning to read: a critique
-
Snider, V.E., 1992. Learning styles and learning to read: a critique. Remedial and Special Education, 13: 6–18.
-
(1992)
Remedial and Special Education
, vol.13
, pp. 6-18
-
-
Snider, V.E.1
-
73
-
-
18244421800
-
The road not taken: an integrative theoretical model of reading disability
-
Spear-Swerung, L., and Sternberg, R.J., 1994. The road not taken: an integrative theoretical model of reading disability. Journal of Learning Disabilities, 27: 91–103.
-
(1994)
Journal of Learning Disabilities
, vol.27
, pp. 91-103
-
-
Spear-Swerung, L.1
Sternberg, R.J.2
-
74
-
-
85050842552
-
Blending Whole Language and systematic direct instruction
-
Spiegel, D.L., 1992. Blending Whole Language and systematic direct instruction. The Reading Teacher, 46: 38–44.
-
(1992)
The Reading Teacher
, vol.46
, pp. 38-44
-
-
Spiegel, D.L.1
-
75
-
-
84970283510
-
Riding the pendulum: a rejoinder to Schickedanz, and McGee & Lomax
-
Stahl, S.A., 1990. Riding the pendulum: a rejoinder to Schickedanz, and McGee & Lomax. Review of Educational Research, 60: 141–151.
-
(1990)
Review of Educational Research
, vol.60
, pp. 141-151
-
-
Stahl, S.A.1
-
76
-
-
85055251988
-
Saying the “p” word: Nine guidelines for exemplary phonics instruction
-
Stahl, S.A., 1992. Saying the “p” word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 45(8): 618–625.
-
(1992)
The Reading Teacher
, vol.45
, Issue.8
, pp. 618-625
-
-
Stahl, S.A.1
-
77
-
-
21844506785
-
Does Whole Language or instruction matched to learning styles help children learn to read?
-
Stahl, S.A., and Kuhn, M.R., 1995. Does Whole Language or instruction matched to learning styles help children learn to read?. School Psychology Review, 24: 393–404.
-
(1995)
School Psychology Review
, vol.24
, pp. 393-404
-
-
Stahl, S.A.1
Kuhn, M.R.2
-
78
-
-
84935160369
-
Whole Language and language experience approaches for beginning reading: a quantitative research synthesis
-
Stahl, S.A., and Miller, P.D., 1989. Whole Language and language experience approaches for beginning reading: a quantitative research synthesis. Review of Educational Research, 59: 87–116.
-
(1989)
Review of Educational Research
, vol.59
, pp. 87-116
-
-
Stahl, S.A.1
Miller, P.D.2
-
79
-
-
84963438084
-
The effect of Whole Language instruction: an update and a reappraisal
-
Stahl, S.A., McKenna, M.C., and Pagnucco, J.R., 1994. The effect of Whole Language instruction: an update and a reappraisal. Educational Psychologist, 29: 175–185.
-
(1994)
Educational Psychologist
, vol.29
, pp. 175-185
-
-
Stahl, S.A.1
McKenna, M.C.2
Pagnucco, J.R.3
-
80
-
-
84956885215
-
Matthew effects in reading: some consequences of individual differences in the acquisition of literacy
-
Stanovich, K.E., 1986. Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21: 360–406.
-
(1986)
Reading Research Quarterly
, vol.21
, pp. 360-406
-
-
Stanovich, K.E.1
-
81
-
-
0009100791
-
The language code: issues in word recognition
-
Yussen S.R., Smith M.C., (eds), New York: Springer-Verlag,. Edited by
-
Stanovich, K.E., 1993. “ The language code: issues in word recognition ”. In Reading Across the Life Span, Edited by: Yussen, S.R., and Smith, M.C., 111–135. New York: Springer-Verlag.
-
(1993)
Reading Across the Life Span
, pp. 111-135
-
-
Stanovich, K.E.1
-
82
-
-
85050412482
-
Romance and reality
-
Stanovich, K.E., 1994. Romance and reality. The Reading Teacher, 47: 280–291.
-
(1994)
The Reading Teacher
, vol.47
, pp. 280-291
-
-
Stanovich, K.E.1
-
83
-
-
84936407442
-
Literacy and reading performance in the United States, from 1880 to the present
-
Stedman, L., and Kaestle, C., 1987. Literacy and reading performance in the United States, from 1880 to the present. Reading Research Quarterly, 23: 8–46.
-
(1987)
Reading Research Quarterly
, vol.23
, pp. 8-46
-
-
Stedman, L.1
Kaestle, C.2
-
84
-
-
0003317649
-
Developmentalism: an obscure but pervasive restriction on educational improvement
-
23 April, On-line 4, 1950 lines [http:seamonkey.ed.asu.edu/epaa]
-
Stone, J.E., 1996. Developmentalism: an obscure but pervasive restriction on educational improvement. Education Policy Analysis Archives, 23 April On-line 4, 1950 lines [http:seamonkey.ed.asu.edu/epaa]
-
(1996)
Education Policy Analysis Archives
-
-
Stone, J.E.1
-
85
-
-
85064300365
-
A Whole Language perspective on reading and writing
-
Sykes, S., 1991. A Whole Language perspective on reading and writing. Australian Journal of Remedial Education, 23: 23–27.
-
(1991)
Australian Journal of Remedial Education
, vol.23
, pp. 23-27
-
-
Sykes, S.1
-
87
-
-
0000507890
-
Introduction to three studies on reading acquisition: convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction
-
Vellutino, F.R., 1991. Introduction to three studies on reading acquisition: convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83: 437–443.
-
(1991)
Journal of Educational Psychology
, vol.83
, pp. 437-443
-
-
Vellutino, F.R.1
-
89
-
-
8644274734
-
Philosophy, cultural beliefs and literacy
-
Weir, R., 1990. Philosophy, cultural beliefs and literacy. Interchange, 21: 24–33.
-
(1990)
Interchange
, vol.21
, pp. 24-33
-
-
Weir, R.1
-
90
-
-
0642354549
-
Teaching preschoolers to read: don't stop between the sounds when segmenting words
-
Weisberg, P., and Savard, C.F., 1993. Teaching preschoolers to read: don't stop between the sounds when segmenting words. Education & Treatment of Children, 16: 1–18.
-
(1993)
Education & Treatment of Children
, vol.16
, pp. 1-18
-
-
Weisberg, P.1
Savard, C.F.2
|