Reinterpreting the development of reading skills - PARIS, SCOTT G. (Reading research quarterly, 2005)
Keywords: Academic achievement; accountability; Alphabets; assessment; Child Development; Child Health; childhood; Children; Children & youth; comprehension; Correlations; Curriculum subjects: programmes and methods; developmental; Developmental Stages; diagnostic; early childhood; Early Reading; Education policy; Educational Policy; Educational sciences; evidence; Federal legislation; fluency; Indictments; learner; Learning; Learning Processes; Learning rate; legislation; Letter Recognition; Lexicon; methodology; ongoing; outcomes; Phonics; Phonological awareness; policy; R&D; Reading Ability; Reading Achievement; Reading Acquisition; Reading comprehension; Reading Instruction; Reading Processes; Reading Research; Reading Skills; Reading Tests; Reading, writing; Research & development; Research Design; Research Methodology; scientific; Skills; special needs; Standardized tests; Statistical methods; Statistical variance; Teaching methods; theoretical; topic; type; Validity; Ann Arbor Michigan; United States--US; Alphabet; Skill; Reading; Interpreting; Research Method; Cognitive Development