Hjetland, Brinchmann, Scherer & Melby-Lervåg (2017): Preschool predictors of later reading comprehension ability: a systematic review

I: Campbell systematic reviews, Online first

Forfattere

Hanne Næss Hjetland, Ellen Irén Brinchmann, Ronny Scherer & Monica Melby-Lervåg.

Abstract

Determining how to provide the best instruction to support children’s reading comprehension requires an understanding of how reading comprehension actually develops. Understanding the development of reading comprehension and its precursors can help us develop hypotheses about what effective instruction must comprise to facilitate well-functioning reading comprehension skills. To promote our understanding of this process, this review summarizes evidence from observations of the development of language and reading comprehension from the preschool years into school.

Publisert 7. feb. 2018 13:05 - Sist endret 7. feb. 2018 13:27