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Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Reading fluency: critical issues for struggling readers. In S.J. Samuels and A. Farstrup (Eds.). Reading fluency: The forgotten dimension of reading success. Newark, DE: International Reading Association; King, R. & Torgesen, J.K. (2006). Improving the effectiveness of reading instruction in one elementary school: A description of the process.
There are various reading strategies that help readers recognize what they are learning, which allows them to further understand themselves as readers. Also to understand what information they have comprehended. These strategies also activate reading strategies that good readers use when reading and understanding a text. [9]
(2007) Reading for Academic Success, Grades 2-6: Differentiated Strategies for Struggling, Average, and Advanced Readers with Harvey F. Silver and Matthew J. Perini. (2003) Styles and Strategies for Teaching Middle School Mathematics with Dr. Ed Thomas and Harvey F. Silver.
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, [1] and the Chapman University Presidential Fellow (2018-2022). [2]
The theory of theory-driven evaluation seeks to be as close as possible to the proximal causes of a social problem and site of intervention rather than, for instance, a "grand" theory, that tries to provide an overarching understanding of society, or a metaphysical theory about the nature of social reality: [21]
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