@AAdamsSanabria @emilyjsolari @tiffanyphogan @SuzAdlof @CrystleAlonzo @lmsbaron And, Priebe et al. (2012) for effects of prior knowledge on word ID and comprehension. https://t.co/ElBjVVPQHe
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
RT @DCSocialStudies: A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading co…
A 2011 study by Sarah J. Priebe, Janice M. Keenan, & Amanda C. Miller describes how prior knowledge affects reading comprehension. As they note, ensuring time to build knowledge (e.g., through social studies & science blocks in K-5) improves litera
https://t.co/towxI0BPrK The study might not be exciting to read, but this table should interest anybody who values DIBELS. https://t.co/bFLd4S2JWD