Literaturnachweis - Detailanzeige
| Autor/in | Staudt, Deborah Hill |
|---|---|
| Titel | Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students with Learning Disabilities |
| Quelle | In: Reading Teacher, 63 (2009) 2, S.142-151 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.63.2.5 |
| Schlagwörter | Spelling; Reading Fluency; Semantics; Learning Disabilities; Phonological Awareness; Word Recognition; Decoding (Reading); Reading Skills; Reading Instruction; Poetry; Grade 4; Vocabulary Development; Elementary Secondary Education; Gray Oral Reading Test |
| Abstract | Two struggling fourth-grade readers with learning disabilities who have severe deficits in word recognition, comprehension, and reading fluency improve their reading skills using a method that combines intensive word study with the timed repeated reading of poetry. The direct instruction included semantics, morphology, orthography, and phonological awareness. The students engaged in vocabulary-building exercises, studied spelling patterns, and worked with roots and affixes to improve their language skills and strengthen their word retrieval skills. Both students make impressive gains in decoding skills, comprehension, and reading fluency. (Contains 3 tables and 6 figures.) (As Provided). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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