Literaturnachweis - Detailanzeige
| Autor/inn/en | Dixon, Pauline; Schagen, Ian; Seedhouse, Paul |
|---|---|
| Titel | The Impact of an Intervention on Children's Reading and Spelling Ability in Low-Income Schools in India |
| Quelle | In: School Effectiveness and School Improvement, 22 (2011) 4, S.461-482 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0924-3453 |
| DOI | 10.1080/09243453.2011.625125 |
| Schlagwörter | Control Groups; Quasiexperimental Design; Spelling; Intervention; Phonics; Foreign Countries; Low Income Groups; Experimental Groups; Reading Achievement; English (Second Language); Second Language Learning; Elementary School Students; Academic Achievement; Educational Improvement; Instructional Effectiveness; India; United Kingdom |
| Abstract | The aim of this study using a quasi-experimental design was to investigate whether utilising synthetic phonics in schools catering for low-income families in India would increase reading and spelling attainment in English. Over 500 children in 20 schools took part in the 6-month programme. Just over half of the children experienced lessons organised around the synthetic phonics materials, whilst the other children continued with their normal English lessons. The findings show that there were statistically significant differences between the intervention and control groups in the improvements of the children in their test scores in reading and spelling. (Contains 10 tables, 3 figures, and 1 note.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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