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Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers

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dc.contributor.author Tare, Medha
dc.contributor.author Nobles, Susanne
dc.contributor.author Xiao, Wendy
dc.date.accessioned 2019-06-28T19:12:33Z
dc.date.available 2019-06-28T19:12:33Z
dc.date.issued 2018-03
dc.identifier.uri http://hdl.handle.net/20.500.12265/67
dc.description.abstract Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes. en_US
dc.language.iso en en_US
dc.publisher Digital Promise en_US
dc.subject learner variability en_US
dc.subject literacy en_US
dc.title Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers en_US
dc.type Article en_US


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