Literaturnachweis - Detailanzeige
| Autor/inn/en | Berninger, Virginia W.; Abbott, Robert D.; Vermeulen, Karin; Ogier, Stacy; Brooksher, Rebecca; Zook, Dori; Lemos, Zenia |
|---|---|
| Titel | Comparison of Faster and Slower Responders to Early Intervention in Reading: Differentiating Features of Their Language Profiles. |
| Quelle | In: Learning Disability Quarterly, 25 (2002) 1, S.59-76Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| Schlagwörter | Early Intervention; Grade 1; Instructional Effectiveness; Primary Education; Reading Ability; Reading Difficulties; Remedial Reading; Student Characteristics |
| Abstract | Comparison of first grade children (n=128) who responded either faster or slower to a 24-lesson intervention spaced over 4 months found faster responding children had better initial reading skills and verbal IQs as well as specific reading related language skills. Results have implications for potential instructional cues for enhancing the reading skills of slower responders. (Contains references.) (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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