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

Instructional psychology and teaching reading: Ending the reading wars

Jonathan E. Solity Division of Psychology and Language Sciences, University College London, London, UK; Optima Psychology, Leamington Spa, Warwickshire, UKCorrespondence[email protected]
Pages 123-132 | Received 25 Mar 2020, Accepted 03 Jul 2020, Published online: 03 Dec 2020

Citations (8)

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Read on this site (2)

J. Lettington & J. Van Herwegen. (2024) Home literacy environment and literacy outcomes in individuals with Williams syndrome and Down syndrome. Journal of Intellectual & Developmental Disability 49:1, pages 67-83.
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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 (6)

Ashley E. Pennell, Rebecca Lee Payne Jordan, Kindel Turner Nash, Kerry Elson & Woodrow Trathen. (2024) A Healthy Diet for Beginning Readers: Decodable Texts as Part of a Comprehensive Literacy Program. The Reading Teacher 77:5, pages 673-684.
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Saya Dunford & Vivian Hill. (2023) Evaluating the effectiveness of a broader approach to reading instruction: A single-case study of a reading intervention. Educational and Child Psychology 40:1, pages 61-77.
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Vivian Hill, Joanna Stanbridge & Chiara Malagoli. (2023) Moving the literacy and dyslexia debates forward: Promoting reading for all. Educational and Child Psychology 40:1, pages 5-16.
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Joanna Stanbridge, Kirsten Branigan & Louise Walter. (2023) Time for a new paradigm shift in literacy difficulties: From ‘flat earth’ to rational, effective and equitable systems. Educational and Child Psychology 40:1, pages 17-28.
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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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Dominic Wyse & Alice Bradbury. (2022) Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education 10:1.
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