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Becoming Literate: The Science of Teaching Reading
Fri, April 12, 4:55 to 6:25pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 305Session Type: Paper Session
Abstract
The papers in this session offer multiple theoretical perspectives and methodologies to provide insight on effective, evidence-based instructional practices to support literacy development. See also the session, "Becoming Literate: Cognitive and Social Processes of Learning to Read."
Sub Unit
Papers
Multisensory Alphabet Instruction for English Monolingual and Emergent Bilingual Children - Somin Park, The University of Hong Kong; Shayne B. Piasta, The Ohio State University; Peter Sayer, The Ohio State University
Development of a Multicomponent Reading Intervention in Upper-Elementary Grades: Findings From a Design Experiment - John Z. Strong, University at Buffalo - SUNY; Laura S. Tortorelli, Michigan State University; Blythe E. Anderson, University at Buffalo - SUNY; David A. Fronczak, University at Buffalo - SUNY; Eunsoo Cho, University of California - Riverside
Writing Engagement and Formative Feedback in the English Language Arts Classroom: What Can We Learn From Teachers? - Seth A. Parsons, George Mason University; Paul M. Kessler Rogers, University of California - Santa Barbara; Jonathan Marine, George Mason University; Samantha Ives, George Mason University
Psychometric Properties of Dyslexia Knowledge Measurement - Deborah K. Reed, University of Tennessee; Huibin Zhang, University of Tennessee
Bringing Order to the Literacy Development of Black Males - Alfred W. Tatum, Metropolitan State University of Denver