Literaturnachweis - Detailanzeige
| Autor/inn/en | Torgesen, Joseph K.; Alexander, Ann W.; Wagner, Richard K.; Rashotte, Carol A.; Voeller, Kytja K. S.; Conway, Tim |
|---|---|
| Titel | Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-Term Outcomes from Two Instructional Approaches. |
| Quelle | In: Journal of Learning Disabilities, 34 (2001) 1, S.33-58Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| Schlagwörter | Elementary Education; Individual Instruction; Instructional Effectiveness; Intervention; Phonetics; Reading Comprehension; Reading Difficulties; Reading Rate; Remedial Reading; Severity (of Disability) |
| Abstract | Sixty children (ages 8-10) with severe reading disabilities received daily intensive one-to-one instruction that differed in depth and extent of instruction in phonemic awareness and phonemic decoding. Both approaches were highly effective in improving reading accuracy and comprehension although measures of reading rate showed continued severe impairment. Twenty-four children were judged to no longer need special education. (Contains references.) (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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