"Building Better Readers: Key Findings From a Broad Evidence Review".
This article examines findings from an umbrella review of 95 systematic reviews and meta‐analyses on effective reading instruction. The analysis highlights that reading is a multifaceted process, requiring the integration of key components such as decoding, comprehension, fluency, and motivation. Th...
| Publicado en: | Reading Teacher Vol. 79; no. 1; pp. 1 - 8 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jul/Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186163259&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186163259 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jul/Aug2025 vid: 79 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 186163259 10.1002/trtr.70015 ppf: 1 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P size: 149KB tig: atl: "Building Better Readers: Key Findings From a Broad Evidence Review". aug: au: Casteleyn, Jordi affil: University of Antwerp, , Belgium su: Early intervention (Education) Reading motivation Comprehension Second language acquisition Phonics sug: subj: Early intervention (Education) Reading motivation Comprehension Second language acquisition Phonics keyword: early intervention evidence‐based strategies reading instruction reading motivation umbrella review ab: This article examines findings from an umbrella review of 95 systematic reviews and meta‐analyses on effective reading instruction. The analysis highlights that reading is a multifaceted process, requiring the integration of key components such as decoding, comprehension, fluency, and motivation. The review underscores the importance of early intervention, proactive strategies, and differentiated instruction to meet the diverse needs of learners, including those with reading difficulties or who are learning in a second language. It also identifies critical gaps in research, such as the limited focus on reading motivation and the influence of external factors like library access. Practical strategies for educators are presented, including shared reading, phonics instruction, and explicit teaching techniques. By applying evidence‐based practices and engaging in ongoing professional development, teachers can create supportive environments that foster both reading proficiency and a lifelong love of reading. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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