Does Phonological Processing Distinguish between Students Who Are More or Less Responsive to Reading Recovery?

Autor/inn/en	Spector, Janet E.; Moore, Paula
Titel	Does Phonological Processing Distinguish between Students Who Are More or Less Responsive to Reading Recovery?
Quelle	In: Literacy Teaching and Learning, 8 (2004) 2, S.1-25 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Difficulties; Phonemic Awareness; Early Intervention; Reading Programs; Pretests Posttests; Reading Improvement; Student Characteristics; Oral Language; Stimuli; Recall (Psychology); Naming; Visual Stimuli; Timed Tests; Grade 1 + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Anreizsystem; Abberufung; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	We investigated the relationship between three potential markers for reading difficulties (phonemic awareness, verbal short-term memory, and rapid automatized naming) and students' responsiveness to Reading Recovery instruction. At pretest, students' most prevalent weakness was on phonemic awareness, but more than half were below average on rapid automatized naming. Students who entered Reading Recovery with low scores on phonemic awareness and verbal short-term memory were less likely than those with higher scores to be at grade level in reading by the end of Reading Recovery. Pretest performance on rapid automatized naming did not distinguish between students who were more or less responsive to the intervention. (Contains 3 tables.) (As Provided).
Anmerkungen	Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10