Learning to Read: Variability, Continuous Change and Adaptability in Children's Use of Word-Solving Strategies
READING PSYCHOLOGY(2024)
摘要
Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine weeks. A microgenetic approach using 18 timepoints provided a description of moment-by-moment change, finding that word-solving actions were variable and changed continuously in adaptive and increasingly sophisticated ways. Findings support the use of overlapping wave theory to characterize children's use of word-solving actions and have implications for research and instruction.
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