Literaturnachweis - Detailanzeige
| Autor/inn/en | Therrien, William J.; Wickstrom, Katherine; Jones, Kevin |
|---|---|
| Titel | Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement |
| Quelle | In: Learning Disabilities Research & Practice, 21 (2006) 2, S.89-97 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| DOI | 10.1111/j.1540-5826.2006.00209.x |
| Schlagwörter | Reading Achievement; Questioning Techniques; Teaching Methods; Instructional Effectiveness; Learning Disabilities; High Risk Students; Reading Failure; Control Groups; Sampling; Intervention; Reading Fluency; Oral Reading; Reading Improvement |
| Abstract | Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages. (Author). |
| Anmerkungen | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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