A decade and more of quantitative research has been conducted in reading education to determine the relative efficacy of various instructional strategies in changing students nonscientific preconceptions. Following a meta-analysis of these investigations, qualitative research has been conducted to explore how and why conceptual change occurs. This narrative review presents little-known ndings from these studies that have direct implications for classroom practice and future research agendas.
ASJC Scopus subject areas
- Linguistics and Language