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Editorial

Recent advances in reading instruction

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Pages 95-96 | Published online: 03 Dec 2020

References

  • Bowers, J. S. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 32, 681–705. https://doi.org/10.1007/s10648-019-09515-y
  • Buckingham, J. (2020). Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers. The Educational and Developmental Psychologist, 37 (2), 105–113. https://doi.org/10.1017/edp.2020.12
  • Colenbrander, D. , Wang, H-C. , Arrow, T. , & Castles, A. (2020). Teaching irregular words: What we know, what we don-t know, and where we can go from here. The Educational and Developmental Psychologist, 37 (2), 97–104. https://doi.org/10.1017/edp.2020.11
  • Hempenstall, K. (2020). Teaching reading through Direct Instruction: A role for educational psychologists? The Educational and Developmental Psychologist, 37 (2), 133–139. https://doi.org/10.1017/edp.2020.13
  • Siegel, L. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. The Educational and Developmental Psychologist, 37 (2), 140–146. https://doi.org/10.1017/edp.2020.21
  • Solity, J. E. (2020). Instructional psychology and teaching reading: Ending the reading wars. The Educational and Developmental Psychologist, 37 (2), 123–132. https://doi.org/10.1017/edp.2020.18
  • Stainthorp, R. (2020). A national intervention in teaching phonics: A case study from England. The Educational and Developmental Psychologist, 37 (2), 114–122. https://doi.org/10.1017/edp.2020.14
  • Wheldall, K. , Wheldall, R. , Bell, N. , & Buckingham, J. (2020). Researching the efficacy of a reading intervention: An object lesson. The Educational and Developmental Psychologist, 37 (2), 147–151. https://doi.org/10.1017/edp.2020.17

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