Related Research Articles
Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes),and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic,such as that of English,Russian,and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters,which are not alphabetic,using pinyin,which is.
DIBELS is a series of short tests designed to evaluate key literacy skills among students in kindergarten through 8th grade,such as phonemic awareness,alphabetic principle,accuracy,fluency,and comprehension. The theory behind DIBELS is that giving students a number of quick tests,will allow educators to identify students who need additional assistance and later monitor the effectiveness of intervention strategies.
Synthetic phonics,also known as blended phonics or inductive phonics,is a method of teaching English reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.
A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include:developmental dyslexia,And alexia,
Kari-Lynn Winters,née Moore is a Canadian children's author,playwright,drama educator,and literacy professor. She taught children's literacy,literature,dance and drama education at the University of British Columbia from 2004 to 2009. In 2010,Winters became an assistant professor in the Faculty of Education at Brock University (Ontario) and co-editor of Teaching and Learning. She advanced to associate professor in 2014,and to full professor in 2021.
Reading is the process of taking in the sense or meaning of letters,symbols,etc.,especially by sight or touch.
Nell K. Duke is a contemporary educator and literacy researcher with an interest in informational text,early literacy development,and reading comprehension instruction,with an emphasis on children living in poverty. She is currently a professor of language,literacy,and culture and a faculty associate in the combined program in education and psychology at the University of Michigan.
Elfrieda "Freddy" Hiebert is an educational researcher whose work examines literacy,learning,early childhood development,teacher development,writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms. Currently,she is the CEO and president of TextProject,Inc.,an agency that is dedicated to bringing beginning and struggling readers to high levels of literacy through a variety of strategies and tools,particularly through using science and social studies texts,used for reading instruction.
Maryanne Wolf is a scholar,teacher,and advocate for children and literacy around the world. She is the UCLA Professor-in-Residence of Education,Director of the UCLA Center for Dyslexia,Diverse Learners,and Social Justice,and the Chapman University Presidential Fellow (2018-2022). She is also the former John DiBiaggio Professor of Citizenship and Public Service,Director of the Center for Reading and Language Research,and Professor in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is a permanent academician in the Pontifical Academy of Science. She was recently made an Honorary Advisory Fellow on the United Sigma Intelligence Association.
Dr Hollis Scarborough is an American psychologist and literacy expert who is a senior scientist at Haskins Laboratories in New Haven,Connecticut. She has been a leading researcher in the area of reading acquisition since 1981,and has been involved with efforts to improve US national policy on the teaching of reading.
READ 180 is a reading intervention program created by the Scholastic Corporation (Scholastic). Its focus is to utilize adaptive technology to improve literacy in students in Grades 4–12 who read at least two years below their grade level.
John T. Guthrie is a researcher and scholar in the area of student motivation as it relates to literacy.
Margaret Jean Snowling is a British psychologist,and world-leading expert in language difficulties,including dyslexia. From 2012 to 2022 she was President of St John's College,Oxford and Professor in the Department of Experimental Psychology,University of Oxford. Snowling was appointed Commander of the Order of the British Empire (CBE) in 2016 for services to science and the understanding of dyslexia. She was born in South Shields.
Robert Chilton Calfee was an American educational psychologist specializing in the study of reading and writing processes and instruction. He is known for his work on Project Read and the LeapFrog learning system.
Laurie Cutting is an American scholar of psychology and pediatrics. She is the Patricia and Rodes Hart Professor of Special Education,Psychology and Human Development,Radiology,and Pediatrics at Vanderbilt University. In addition,she is associate director of the Vanderbilt Kennedy Center and a member of the Vanderbilt Brain Institute,training faculty for Vanderbilt's Neuroscience Ph.D. program.
Lynn Fuchs is an educational psychologist known for research on instructional practice and assessment,reading disabilities,and mathematics disabilities. She is the Dunn Family Chair in Psychoeducational Assessment in the Department of Special Education at Vanderbilt University.
Kate Nation is an experimental psychologist and expert on language and literacy development in school age children. She is Professor of Experimental Psychology and Fellow of St. John's College of the University of Oxford,where she directs the ReadOxford project and the Language and Cognitive Development Research Group.
Carol McDonald Connor was an educational psychologist known for her research contributions to the field of early literacy development in diverse learners,in particular for work on individualized student instruction interventions and the lattice model of reading development. She held the position of Chancellor's Faculty and Equity Advisor in the School of Education at the University of California,Irvine.
The simple view of reading is a scientific theory that a student's ability to understand written words depends on how well they sound out (decode) the words and understand the meaning of those words. Specifically,their reading comprehension can be predicted by multiplying their skill in decoding the written words by their ability to understand the meaning of those words. It is expressed in this equation:
Timothy Shanahan is an educator,researcher,and education policy-maker focused on literacy education. He is Distinguished Professor Emeritus in Education,at the University of Illinois at Chicago,College of Education,Department of Curriculum &Instruction,and he has held a visiting research appointment at Queens University,Belfast,Northern Ireland. He was elected president of the International Literacy Association in 2004. He operates the popular informational website,Shanahan on Literacy. He was recently recognized as one of the top 2% of scientists in the world,according to a recent study published by Stanford University scholars.
References
- 1 2 "kim_top_productive_researcher". UCI School of Education. Retrieved 2024-01-07.
- 1 2 3 4 "UC Irvine - Faculty Profile System". www.faculty.uci.edu. Retrieved 2019-10-14.
- ↑ "President Obama Honors Outstanding Early-Career Scientists". whitehouse.gov. 2013-12-23. Retrieved 2020-02-24.
- ↑ "University Teaching Award Recipients". Office of the Provost. Retrieved 2020-02-24.
- ↑ "Developing Scholar Awards | FSU Office of Research". www.research.fsu.edu. Retrieved 2020-02-24.
- ↑ "Robert M. Gagné Research Prize Winners". Council on Research in Education. Retrieved 2019-12-03.
- ↑ Fong, Carlton J.; Flanigan, Abraham E.; Hogan, Eric; Brady, Anna C.; Griffin, Marlynn M.; Gonzales, Cassandra; García, Agustín J.; Fathi, Zohreh; Robinson, Daniel H. (2022-12-01). "Individual and Institutional Productivity in Educational Psychology Journals from 2015 to 2021". Educational Psychology Review. 34 (4): 2379–2403. doi:10.1007/s10648-022-09704-2. ISSN 1573-336X.
- ↑ "Young-Suk Kim". My Site. Retrieved 2020-02-24.
- ↑ Katzir, Tami; Kim, Youngsuk; Wolf, Maryanne; O'Brien, Beth; Kennedy, Becky; Lovett, Maureen; Morris, Robin (2006). "Reading Fluency: The Whole Is More than the Parts". Annals of Dyslexia. 56 (1): 51–82. doi:10.1007/s11881-006-0003-5. ISSN 0736-9387. JSTOR 23765098. PMID 17849208. S2CID 25800842.
