Literaturnachweis - Detailanzeige
Autor/inn/en | Mathes, Patricia G.; Torgesen, Joseph K.; Allor, Jill Howard |
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Titel | The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers with and without Additional Computer-Assisted Instruction in Phonological Awareness. |
Quelle | In: American Educational Research Journal, 38 (2001) 2, S.371-410Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
Schlagwörter | Computer Assisted Instruction; Elementary School Students; Grade 1; Peer Teaching; Reading Instruction |
Abstract | Studied the efficacy of Peer-Assisted Learning Strategies for First-Grade Readers (PALS-1) with children of varying reading ability and the impact of adding 8 to 10 hours of phonological awareness instruction by computer to the PALS-1 curriculum for low-achieving students. Results for 183 first graders show that PALS-1 enhanced reading ability, but no results were evident for the phonological awareness instruction. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |