Literaturnachweis - Detailanzeige
Autor/inn/en | Allor, Jill Howard; Fuchs, Douglas; Mathes, Patricia G. |
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Titel | Do Students with and without Lexical Retrieval Weaknesses Respond Differently to Instruction? |
Quelle | In: Journal of Learning Disabilities, 34 (2001) 3, S.264-75Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | Beginning Reading; Decoding (Reading); Educational Strategies; Elementary Education; Grade 1; Learning Disabilities; Memory; Phonics; Program Effectiveness; Reading Strategies; Teaching Methods |
Abstract | A study compared the effectiveness of phonemic awareness and decoding training for 58 first graders with and without severe lexical retrieval weaknesses. All students demonstrated poor phonemic awareness. Students with relatively strong lexical retrieval skills responded more favorably to beginning reading instruction than did students with weak lexical retrieval skills. (Contains references.) (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |