Applying a Cognitive-Science Framework for Developing Reading Comprehension through Content Area Learning in Grades K-5
نویسندگان
چکیده
Presented are the results of a multi-year series of longitudinal studies conducted in grades 1-5 that have applied consensus cognitive science principles to developing reading comprehension proficiency. Presented are the underlying perspectives for how cumulative conceptual learning in science results in accelerated learning in both science and reading. Discussed are the implications of the findings for facilitating systemic school improvement in grades 1 through 5.
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