The Impact of Phonological-Awareness and Rapid-Reading Training on the Reading Skills of Adolescent and Adult Neoliterates

Autor/inn/en	Royer, James M.; Abadzi, Helen; Kinda, Jules
Titel	The Impact of Phonological-Awareness and Rapid-Reading Training on the Reading Skills of Adolescent and Adult Neoliterates
Quelle	In: International Review of Education, 50 (2004) 1, S.53-71 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1023/B:REVI.0000018225.82766.c6
Schlagwörter	Adolescents; Adults; Reading Skills; Comparative Analysis; Experimental Programs; Foreign Countries; Burkina Faso + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading skill; Lesefertigkeit; Erprobungsprogramm; Ausland
Abstract	This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of three experimental educational programs with the reading performance of neoliterates who took part in a standard (control) educational program. The experimental programs involved training in phonological awareness, training in the rapid identification of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard educational programs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10