Katharine P. Miles, Ph.D.
Affiliations: | 2015 | Educational Psychology | City University of New York, New York, NY, United States |
Area:
Reading and spelling acquisition and disability, literacy, psycholinguistics, cognitive and language development.Google:
"Katharine Miles"Mean distance: 25.95 (cluster 4)
Parents
Sign in to add mentor| Linnea Carlson Ehri | grad student | 2015 | CUNY | |
| (The effect of orthographic mapping, context, and word class on sight word learning for native and nonnative English-speakers.) | ||||
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Publications
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| Colenbrander D, Miles KP, Ricketts J. (2019) To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning? Language, Speech, and Hearing Services in Schools. 50: 609-628 |
| Miles KP, Lauterbach MD, Murano DM, et al. (2019) Reading Rescue: A Follow-Up on Effectiveness of an Intervention for Struggling Readers. Journal of Educational Research. 112: 255-269 |
| Miles KP, Craigo L, Gonzalez-Frey S. (2018) Investigating Writing Performance and Institutional Supports Among Teacher Candidates Who Transferred from Community Colleges Higher Learning Research Communications. 8: 35-54 |
| Miles KP, Rubin GB, Gonzalez‐Frey S. (2018) Rethinking Sight Words. The Reading Teacher. 71: 715-726 |
| Miles KP, Ehri LC. (2017) Learning to Read Words on Flashcards: Effects of Sentence Contexts and Word Class in Native and Nonnative English-Speaking Kindergartners Early Childhood Research Quarterly. 41: 103-113 |
| Miles KP, Ehri LC, Lauterbach MD. (2016) Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students Journal of College Reading and Learning. 46: 99-112 |