In:
Educational Researcher, American Educational Research Association (AERA), Vol. 39, No. 4 ( 2010-05), p. 305-310
Abstract:
Although the National Early Literacy Panel report provides an important distillation of research, the manner in which the data are reported underrepresents the importance of language. Unlike other predictors with moderate associations with later reading, language exerts pervasive and indirect influences that are not described by the effect sizes used in the meta-analysis. Also, unlike code-related skills that develop rapidly during the years studied, language develops over an extended time span. Because it is relatively difficult to devise interventions that dramatically alter children’s language abilities, the authors of this response are concerned that schools will target the more malleable code-based skills. They warn against such a move.
Type of Medium:
Online Resource
ISSN:
0013-189X
,
1935-102X
DOI:
10.3102/0013189X10370204
Language:
English
Publisher:
American Educational Research Association (AERA)
Publication Date:
2010
detail.hit.zdb_id:
190010-9
detail.hit.zdb_id:
2061866-9
SSG:
5,3
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