THE INTERACTION OF READING SKILLS AND SCIENCE CONTENT KNOWLEDGE WHEN TEACHING STRUGGLING SECONDARY STUDENTS

By Linda Carnine, D. Carnine. 2004

101 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8f6b8ca2b5a5e3a9073941573da226fbbb08aada

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. Browder
2. Victoria F. Knight
3. Bethany R. Smith
4. F. Spooner
5. Bree A. Jimenez
6. M. Hudson
7. D. Test
8. Katherine Trela

In Education

1. D. Browder
2. P. Leone
3. F. Spooner

Citations in the corpus

• Organizing and Delivering Empirically Based Literacy Instruction to Incarcerated Youth (2005, background): “Oral reading fluency is highly predictive of reading comprehension, and students must be able to read text with considerable fluency and accuracy to successfully navigate and comprehend content area texts (Carnine & Carnine, 2004).”
• Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability (2013, background): “Experts have noted that although many students have difficulties with abstract concepts, students with disabilities have challenges resulting in lower performance outcomes than their typically developing peers (Carnine & Carnine, 2004; Cawley, Kahn, & Tedesco, 1989).”