Literaturnachweis - Detailanzeige
| Autor/inn/en | Catts, Hugh W.; Hogan, Tiffany P.; Fey, Marc E. |
|---|---|
| Titel | Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities. |
| Quelle | In: Journal of Learning Disabilities, 36 (2003) 2, S.151-64Infoseite zur Zeitschrift |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| Schlagwörter | Beginning Reading; Educational Research; Elementary Education; Grouping (Instructional Purposes); Individual Differences; Listening Comprehension; Reading Difficulties; Reading Skills; Student Characteristics; Theory Practice Relationship; Word Recognition |
| Abstract | This study investigated use of the Reading Component Model to subgroup poor readers. Poor readers were identified in second grade and subgrouped into four significantly different groups on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Further analysis found poor readers' abilities were foreshadowed on kindergarten measures and were consistent into fourth grade. (Contains references.) (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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