Literaturnachweis - Detailanzeige
Autor/inn/en | Vadasy, Patricia F.; Jenkins, Joseph R.; Pool, Kathleen |
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Titel | Effects of Tutoring in Phonological and Early Reading Skills on Students at Risk for Reading Disabilities. |
Quelle | In: Journal of Learning Disabilities, 33 (2000) 6, S.579-90Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | At Risk Persons; Decoding (Reading); Early Intervention; Grade 1; Instructional Effectiveness; Learning Disabilities; Phoneme Grapheme Correspondence; Phonics; Primary Education; Reading Skills; Spelling; Tutorial Programs; Tutoring; Tutors Risikogruppe; Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtserfolg; Learning handicap; Lernbehinderung; Primarbereich; Reading skill; Lesefertigkeit; Schreibweise; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor |
Abstract | Twenty-three first-graders at risk for learning disabilities received one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, explicit decoding, writing, spelling, and reading phonically controlled text. Participants significantly outperformed controls on measures of reading, spelling, and decoding. (Contains references.) (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |