Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 409436
References

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2023. Flexible phonics: a complementary ‘next generation’ approach for teaching early reading. Literacy 57:1  pp. 72 ff. DOI logo
Côté, Marie-France, Robert Savage & Yaacov Petscher
2021. Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs. Scientific Studies of Reading 25:5  pp. 383 ff. DOI logo
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2021. Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading 44:1  pp. 131 ff. DOI logo
Moss, Gemma
2021. Literacies and social practice: sociological perspectives on reading research. Education 3-13 49:1  pp. 41 ff. DOI logo
Norambuena, Yeniè S., Bernardo E. Riffo & Katia L. Sáez
2022. Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas). Journal for the Study of Education and Development 45:2  pp. 247 ff. DOI logo
Savage, Robert
2022. Teaching Children to Read. In The Science of Reading,  pp. 209 ff. DOI logo
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2018. Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners. Scientific Studies of Reading 22:3  pp. 225 ff. DOI logo
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2020. The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students. Scientific Studies of Reading 24:4  pp. 321 ff. DOI logo
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2020. Similarities and dissimilarities in the teaching of English and French in a dual language instructional setting. International Journal of Bilingual Education and Bilingualism 23:8  pp. 872 ff. DOI logo
Yeung, Susanna Siu-sze & Robert Savage
2020. Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial. Journal of Learning Disabilities 53:2  pp. 131 ff. DOI logo

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