Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
These options are especially common in digital books but can also be used for math problems with text.
These options are especially common in digital books but can also be used for math problems with text.
These options are especially common in digital books but can also be used for math problems with text.
Starting a new book by connecting it with prior knowledge helps learners activate their Background Knowledge.
Hannon, B., & Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 93(1), 103-128.
When teachers engage in read-alouds, they help reduce the cognitive load on students, allowing them to redirect their cognitive resources from decoding text to comprehension and vocabulary acquisition.
Griffin, C. P., & Murtagh, L. (2015). Increasing the sight vocabulary and reading fluency of children requiring reading support: The use of a Precision Teaching approach. Educational Psychology in Practice, 31(2), 186-209.
Dyson, B., Howley, D., & Shen, Y. (2021). ‘Being a team, working together, and being kind': Primary students' perspectives of cooperative learning's contribution to their social and emotional learning. Physical Education and Sport Pedagogy, 26(2), 137-154.
Using this process in book discussions allows learners with varying Speeds of Processing to collect their thoughts before participating.
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