Alexander, P.A. (2020). What Research Has Revealed About Readers’ Struggles With Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate. Reading Research Quarterly, 55(S1), S89–S97. https://doi.org/10.1002/rrq.331
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La presente recensión bibliográfica revisa el artículo publicado en un número especial de la revista Reading Research Quarterly de la International Literacy Association (ILA), bajo el título “What Research Has Revealed About Readers’ Struggles With Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate” de Patricia A. Alexander.
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Britt, M. A., Rouet, J.‐F., & Durik, A. (2018). Literacy beyond text comprehension: A theory of purposeful reading. Routledge. https://doi.org/10.4324/9781315682860
Braasch, J. L. G., Bråten, I., & McCrudden, M. T. (Eds.) (2018). Handbook of multiple source use. Routledge. https://doi.org/10.4324/9781315627496
Goodwin, A.P., & Jiménez, R.T. (2020). The Science of Reading: Supports, Critiques, and Questions. Reading Research Quarterly, 55(S1), S7–S16. https://doi.org/10.1002/rrq.360
Van Meter, P., List, A., Lombardi, D., & Kendeou, P. (2020). Handbook of learning from multiple representations and perspectives. Routledge. https://doi.org/10.4324/9780429443961
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Derechos de autor 2022 Martina Capurro
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
