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Reccomended readings in case you get stuck
– Early Childhood Education
Eassay outline in screenshot
Chapter 11
Connor, C. M. (2016). A lattice model of reading comprehension. Child Development Perspectives, 10, 269–274. This article describes a dynamic model of reading comprehension that focuses on the interactive effects of multiple factors, including linguistic knowledge, text-specific factors, and social-cognitive processes, as well as instruction.
Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., & Snowling, M. J. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read. Psychological Science, 23, 572–577. An important demonstration that inculcating phonemic awareness and letter-sound knowledge causes reading and spelling skills to improve, with the gains being maintained over at least a 5-month period.
Rittle-Johnson, B. (2017). Developing mathematics knowledge. Child Development Perspectives, 11, 184–190. A brief review of research on how children learn mathematics and how educational practices can support that learning.
Seidenberg, M. S. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. New York, NY: Basic Books. Seidenberg reviews the science of reading and considers implications for instructional practices and teacher training.
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I. & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23, 691–697. A demonstration that elementary school children’s knowledge of fractions predicts their overall mathematics achievement as high school students, even after controlling for the contributions of their IQ, family background, working memory, and other relevant variables.Chapter 11
Connor, C. M. (2016). A lattice model of reading comprehension. Child Development Perspectives, 10, 269–274. This article describes a dynamic model of reading comprehension that focuses on the interactive effects of multiple factors, including linguistic knowledge, text-specific factors, and social-cognitive processes, as well as instruction.
Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., & Snowling, M. J. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read. Psychological Science, 23, 572–577. An important demonstration that inculcating phonemic awareness and letter-sound knowledge causes reading and spelling skills to improve, with the gains being maintained over at least a 5-month period.
Rittle-Johnson, B. (2017). Developing mathematics knowledge. Child Development Perspectives, 11, 184–190. A brief review of research on how children learn mathematics and how educational practices can support that learning.
Seidenberg, M. S. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. New York, NY: Basic Books. Seidenberg reviews the science of reading and considers implications for instructional practices and teacher training.
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I. & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23, 691–697. A demonstration that elementary school children’s knowledge of fractions predicts their overall mathematics achievement as high school students, even after controlling for the contributions of their IQ, family background, working memory, and other relevant variables.
Too Tired? Too Anxious? Need More Time? We’ve got your back.