Communication that supports understanding and evaluation of scientific claims. Its effects should be assessed through relevant understanding or decisions, rather than the prestige of scientific terminology alone.
Correcting a misconception with relevant evidence and an interpretable alternative. Immediate endorsement change, durable reasoning and practical decisions are distinct outcomes for evaluating debunking.
A text that identifies a mistaken claim and explains an alternative account or why the claim fails. A short-term effect on a belief questionnaire does not establish a lasting change in teaching practice.
Early formal schooling. Psychological research in primary education must specify age, prior instruction, language and school context rather than assuming that one age or curriculum defines a universal developmental stage.
Organizing pupils partly by assessed achievement. The commonly used label ability grouping should not imply that a placement measures a fixed innate capacity; grouping format, movement and instruction must be specified.
Organizing smaller groups inside a shared class for some instruction. Flexible grouping for a particular learning goal differs from a permanent whole-curriculum stream.
Regrouping pupils by current attainment for a particular subject. The educational effect depends on assessment, movement, teaching and the comparison arrangement rather than the name alone.
Assigning pupils to a group across much of the curriculum. It differs from subject setting and from task-specific within-class grouping, and can concentrate differences in curriculum or opportunity across subjects.
Knowledge and skills acquired in an educational domain, assessed through specified tasks or records. Mathematics procedures, mathematical concepts, word decoding and reading comprehension are distinct outcomes; a single aggregate score can conceal different cognitive demands.
A researcher investigating reading acquisition, processing, assessment or instruction. This specialisation does not by itself assert a particular clinical qualification.
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Learning Words from Context by William E. Nagy and others. Reading Research Quarterly 20, 233–253; incidental word knowledge after reading natural text and limited extrapolation
A researcher investigating reading, language development or the processes supporting literacy.[ref]
The simple view of reading by Wesley A. Hoover and Philip B. Gough. Reading and Writing 2, 127–160; decoding, linguistic comprehension and product predictions in a longitudinal bilingual sample
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study by Valerie Muter and others. Developmental Psychology 40, 665–681; ninety school entrants, two-year follow-up and distinct predictors
A researcher investigating reading, language development or the processes supporting literacy.[ref]
The simple view of reading by Wesley A. Hoover and Philip B. Gough. Reading and Writing 2, 127–160; decoding, linguistic comprehension and product predictions in a longitudinal bilingual sample
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis by Peter J. Hatcher and others. Child Development 65, 41–57; matched groups of seven-year-old poor readers, reading/phonology/combined/control conditions
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Ameliorating children's reading-comprehension difficulties: a randomized controlled trial by Paula J. Clarke and others. Psychological Science 21, 1106–1116; text/oral/combined interventions, untreated comparison and eleven-month follow-up
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension by Margaret J. Snowling and others. Journal of Child Psychology and Psychiatry 61, 672–680; dyslexia-only, DLD-only and comorbid groups at eight, comprehension at eight/nine
Portrait of Margaret Snowling
. St John's College, Oxford: external institutional portrait. Source.A researcher investigating reading, language development or the processes supporting literacy.[ref]
Statistical learning in reading: variability in irrelevant letters helps children learn phonics skills by Keith S. Apfelbaum and others. Developmental Psychology 49, 1348–1365; 224 first graders, vowel mappings with varied/similar consonants and transfer tasks
A researcher investigating reading, language development or the processes supporting literacy.[ref]
The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm by Joanne S. H. Taylor and others. Journal of Experimental Psychology: Learning, Memory, and Cognition 37, 60–76; sixteen/32 adults, novel script, frequency/consistency and pretraining
Portrait of Joanne S. H. Taylor
. UCL: external institutional portrait. Source.- Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography by Joanne S. H. Taylor and others
- The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm by Joanne S. H. Taylor and others
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension by Janice M. Keenan and others. Scientific Studies of Reading 12, 281–300; five measures, differential decoding/listening dependence and developmental changes
Portrait of David L. Share
. Association for Reading and Writing in Asia: external conference portrait. Source.Researcher whose work includes An attempt to correct erroneous ideas among teacher education students: the effectiveness of refutation texts by Marta Ferrero and others.
Researcher whose work includes Matching learning style to instructional method: effects on comprehension by Beth A. Rogowsky and others.
Portrait of Beth A. Rogowsky
. Photograph hosted by Commonwealth University; credits and usage information are on the linked source page. Source.Researcher whose work includes Neuromyths in education: prevalence and predictors of misconceptions among teachers by Sanne Dekker and others.
Researcher whose work includes What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students' academic achievement: findings of two second-order meta-analyses by Saiying Steenbergen-Hu and others.
Researcher whose work includes Ability grouping and student achievement in elementary schools: a best-evidence synthesis by Robert E. Slavin.
Researcher whose work includes Effects of first-grade number knowledge tutoring with contrasting forms of practice by Lynn S. Fuchs and others.
Researcher whose work includes Using knowledge of children's mathematics thinking in classroom teaching: an experimental study by Thomas P. Carpenter and others.
Portrait of Thomas P. Carpenter
. Photograph hosted by Heinemann; credits and usage information are on the linked source page. Source.A researcher investigating reading, language development or the processes supporting literacy.[ref]
Constraints in the production of written text in children with specific language impairments by Julie E. Dockrell and others. Exceptional Children 73, 147–164; 64 children with language-impairment history, measures at eight and written text at ten
Education researcher whose research is represented by Revisiting the marshmallow test by Tyler W. Watts and others.
Articles by others on the same topic
Everything we do is an investment, with the potential for profit and the risk of loss. The same applies to education. You invest money from loans or personal funds to undergo training. You take on the risk of flunking or the skill you learnt lessening in demand. The true value of any investment is the value people give to in a free market. There is no reason to forcibly transfer money via taxation and give extra favors to one type of investment, subsidising it by taxing (artificially and additionally disadvantaging) others.
One of the causes Ciro Santilli care the most about: motivation.
How to improve education? Simple:
- tax the fuck out of the rich people and companies: wealth tax and invest it in education
- invest intelligently as mentioned at what poor countries have to do to get richer:
- focus on fewer higher excellence schools that select the most promising poor students, rather than giving crappy average to everyone
- use OurBigBook.com