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‘Explicit Instruction’ Provides Dramatic Benefits in Learning to Read
When it comes to learning to read, new research suggests that explicit instruction—a phonics teaching method in which the relationship between sound and spelling is taught directly and systematically—is more effective than self-discovery through reading.
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Teaching: What the Nose Knows / Attentional Control
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Up-and-Coming Voices: Inclusivity in Psychological Science
Previews of emerging research on inclusivity by early-career psychological scientists.
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Teaching: Roots of Science Denial / Benefits of Sleep
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APS Teaching Fund Showcase
Three teams of researchers—studying accessible statistics, outreach on implicit bias, and undergraduate animal studies—share highlights from their work.
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Teaching: Personality Stability and Change / Building Cultures of Sustainability
“Understanding Personality Stability and Change” by C. Nathan DeWall; “Building New Cultures of Sustainability” by David G. Myers.
