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Educational and Developmental Psychologist Volume 37, 2020 - Issue 2
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Articles

Teaching irregular words: What we know, what we don-t know, and where we can go from here

Danielle Colenbrander Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia;Macquarie University Centre for Reading, Sydney, New South Wales, AustraliaCorrespondence[email protected]
,
Hua-Chen Wang Department of Educational Studies, Macquarie University, Sydney, New South Wales, Australia;Macquarie University Centre for Reading, Sydney, New South Wales, Australia
,
Tara Arrow Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia;Macquarie University Centre for Reading, Sydney, New South Wales, Australia
&
Anne Castles Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia;Macquarie University Centre for Reading, Sydney, New South Wales, Australia
Pages 97-104 | Received 06 Mar 2020, Accepted 22 Apr 2020, Published online: 03 Dec 2020

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Read on this site (4)

Monyka L. Rodrigues, Eden S. Jing & Sandra Martin-Chang. (2024) When more is more: effect of context and stimulus set size on orthographic learning. Journal of Cognitive Psychology 36:2, pages 183-204.
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Anne Sofie Bøgh Malling, Holger Juul, Anne Kær Gejl, Linn Damsgaard, Jacob Wienecke & Anne-Mette Veber Nielsen. (2022) Word Reading, Letter Knowledge, and Memory Skills in Danish Children (6-Year-Olds). Scandinavian Journal of Educational Research 66:7, pages 1237-1252.
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Danielle Colenbrander, Saskia Kohnen, Elisabeth Beyersmann, Serje Robidoux, Signy Wegener, Tara Arrow, Kate Nation & Anne Castles. (2022) Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods. Scientific Studies of Reading 26:6, pages 545-564.
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Kevin Wheldall & Nicola Bell. (2020) Recent advances in reading instruction. Educational and Developmental Psychologist 37:2, pages 95-96.
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Articles from other publishers (3)

Ki Young Kang, Amy R Lederberg & Jessica A Scott. (2022) Word-Level Instruction for Deaf and Hard-of-Hearing Students: An Observation Study. The Journal of Deaf Studies and Deaf Education 27:4, pages 453-467.
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Jonathan Solity. (2022) Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice. Review of Education 10:1.
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Deanna Francis, Jennifer L. Hudson, Saskia Kohnen, Lynn Mobach & Genevieve M. McArthur. (2021) The effect of an integrated reading and anxiety intervention for poor readers with anxiety. PeerJ 9, pages e10987.
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