Nicole Patton Terry
Datos Biográficos
| ID | 5971237 |
|---|---|
| NOMBRE | Nicole Patton Terry |
| NOMBRES | Nicole Patton |
| APELLIDO | Terry |
| FIRMA | TERRY N P |
| AFILIACIONES | Florida State University |
| ORCID | 0000-0002-4564-9394 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 34 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 3 |
Revisiting the definition of dyslexia
Introduction to the Special Issue: Understanding the contexts in which vulnerable students learn, develop, and achieve in reading in the United States
Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States
This paper presents a vulnerability framework as a means to contextualize inequities in reading achievement among children who are vulnerable to poor reading outcomes. Models to understand vulnerability have been applied in the social sciences and public health to identify population disparities and design interventions to improve outcomes. Vulnerability is multifaceted and governed by context. Using a vulnerability framework for the science of r…
Perceptions of classroom quality and well-being among Black women teachers of young children
Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children’s educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at r…
A Note to the JLD Community in Response to the Pandemic
Translational Science: A Road Map for the Science of Reading
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Assessing the narrative abilities of Spanish-speaking preschool children: A Spanish adaptation of the narrative assessment protocol
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Translational Science: A Road Map for the Science of Reading
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Assessing the narrative abilities of Spanish-speaking preschool children: A Spanish adaptation of the narrative assessment protocol
Assessing the narrative abilities of Spanish-speaking preschool children: A Spanish adaptation of the narrative assessment protocol
A Note to the JLD Community in Response to the Pandemic
Translational Science: A Road Map for the Science of Reading
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Perceptions of classroom quality and well-being among Black women teachers of young children
Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children’s educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at r…
Introduction to the Special Issue: Understanding the contexts in which vulnerable students learn, develop, and achieve in reading in the United States
Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States
This paper presents a vulnerability framework as a means to contextualize inequities in reading achievement among children who are vulnerable to poor reading outcomes. Models to understand vulnerability have been applied in the social sciences and public health to identify population disparities and design interventions to improve outcomes. Vulnerability is multifaceted and governed by context. Using a vulnerability framework for the science of r…
Revisiting the definition of dyslexia
Psychology (7 obras) · Developmental psychology (5 obras) · Reading and Literacy Development (5 obras) · Political science (4 obras) · Sociology (4 obras) · Computer Science (3 obras) · Linguistics (3 obras) · Medicine (3 obras) · Parental Involvement in Education (3 obras) · Child Development and Digital Technology (2 obras)