Literaturnachweis - Detailanzeige
| Autor/inn/en | Blachman, Benita A.; Schatschneider, Christopher; Fletcher, Jack M.; Francis, David J.; Clonan, Sheila M.; Shaywitz, Bennett A.; Shaywitz, Sally E. |
|---|---|
| Titel | Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up |
| Quelle | In: Journal of Educational Psychology, 96 (2004) 3, S.444-461 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Grade 3; Grade 2; Remedial Reading; Remedial Programs; Spelling; Reading Programs; Reading Rate; Reading Difficulties; Phoneme Grapheme Correspondence; Reading Improvement; Control Groups |
| Abstract | Second- and 3rd-grade children with poor word-level skills were randomly assigned to 8 months of explicit instruction emphasizing the phonologic and orthographic connections in words and text-based reading or to remedial reading programs provided by the schools. At posttest, treatment children showed significantly greater gains than control children in real word and nonword reading, reading rate, passage reading, and spelling, and largely maintained gains at a 1-year follow-up. Growth curve analyses indicated significant differences in growth rate during the treatment year, but not during the follow-up year. Results indicate that research-based practices can significantly improve reading and spelling outcomes for children in remedial programs. (Author). |
| Anmerkungen | American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail: journals@apa.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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