Self-directed learning journeys of Canadian teachers around the science of reading
Bibliographic Data
| ID | 22416100 |
|---|---|
| Authors | Jodi DeVries (0009-0005-0051-1040, University of Alberta, corresponding author), LINDSAY HEGGIE (0000-0002-3632-1290, Queen's University), Lisa Kohel (University of Alberta), Lesly Wade-Woolley (0000-0001-9022-6676, University of Alberta) |
| Year | 2026 |
| Publication date | 2026-07-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annals of Dyslexia (JOURNAL) |
| Journal identifiers | ISSN: 0736-9387 • E-ISSN: 1934-7243 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11881-026-00383-0 |
| PMID | 42461579 |
| OpenAlex | W7169097843 |
| Language | EN |
| References cited | 18 |
Descriptive research · Focus group · Grassroots · Phenomenon · Psycholinguistics · Qualitative research · Innovative Teaching and Learning Methods · Neuroscience, Education and Cognitive Function · Reading and Literacy Development
The Science of Reading
Characteristics of Qualitative Descriptive Studies
Self-Directed Learning
Identifying the characteristics of effective teacher professional development
Ending the Reading Wars
Consolidated criteria for reporting qualitative research (Coreq)
Effective Teacher Professional Development
But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation
Teachers’ Perceptions of Implementing Ontario’s Right to Read Report’s Recommendations
Pre-service teachers’ knowledge of language and literacy concepts
Literacy
Using thematic analysis in psychology
Self-Directed Learning
| Highly cited | No |
|---|