masters in education

1. Becker, R., & Sylvan, L. (2021). Coupling articulatory placement strategies with phonemic awareness
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approach. Language, Speech & Hearing Services in Schools (Online), 52(2), 661-674.
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Cohen, R. A., Mather, N., Schneider, D. A., & White, J. M. (2017). A comparison of schools: Teacher
knowledge of explicit code-based reading instruction. Reading and Writing, 30(4), 653-690.
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Eccles, R., van der Linde, J., le Roux, M., Holloway, J., MacCutcheon, D., Ljung, R., & Swanepoel, D.
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Ehri, L. C., & Flugman, B. (2018). Mentoring teachers in systematic phonics instruction: Effectiveness
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students. Reading and Writing, 31(2), 425-456.
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Gabriela, G. M., & Sylvia, D. B. (2017). Phonological processing and reading and writing skills in
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2. Machin, S., McNally, S., & Viarengo, M. (2018). Changing how literacy is taught: Evidence on synthetic
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phonics instruction? The Reading Teacher, 59(4), 366-376. Retrieved from
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journals/everybodys-selling-just-what-is-explicit/docview/203277687/se-2?accountid=14786
Rasinski, T. V., Yates, R., Foerg, K., Greene, K., Paige, D., Chase, Y., & Rupley, W. (2020). Impact of
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and sounds, word reading, and spelling. Annals of Dyslexia, 67(3), 219-258.
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decoding and word reading speed and accuracy in developmental perspective. Egitim Ve
Bilim, 44(198) Retrieved from http://ezproxy.uwa.edu/login?url=https://www-proquest-
com.ezproxy.uwa.edu/scholarly-journals/investigation-relationship-between-
phonological/docview/2227715074/se-2?accountid=14786