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The Elementary School Journal (ESJ)
Référence : Vol. 123, n°3, mars 2023
Thème : Recognizing, Preventing, and Intervening for Dyslexia in Vulnerable Students
- Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations: Introduction to the Special Issue, Nicole Patton Terry, Astrid Pohl Zuckerman, and Peggy McCardle
- Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program, Gary E. Bingham, Chavez Phelps, and Meghan P. Dean
- Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework Are There Variations as a Function of SES and Reading Ability?, Ashley A. Edwards, Laura M. Steacy, Valeria M. Rigobon, Yaacov Petscher, and Donald L. Compton
- Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading, Nicole Patton Terry, Brandy Gatlin-Nash, Mi-Young Webb, S. Rebecca Summy, and Rhonda Raines
- The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level, Rachel E. Donegan, Jeanne Wanzek, Yaacov Petscher, and Stephanie Al Otaiba
- The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention, Garrett J. Roberts, Senaida Mehmedovic, Brooke Cote, Jade Wexler, and Phil Strain
- Commentary: Seeing Individual Children and Their Vulnerabilities, Peggy McCardle and Astrid Pohl Zuckerman
Informations complémentaires :
https://www.journals.uchicago.edu/.../current
mot(s) clé(s) : besoins éducatifs particuliers, enseignement primaire (ou école élémentaire)
