Literaturnachweis - Detailanzeige
| Autor/inn/en | Vaughn, Sharon; Denton, Carolyn A.; Fletcher, Jack M. |
|---|---|
| Titel | Why Intensive Interventions Are Necessary for Students with Severe Reading Difficulties |
| Quelle | In: Psychology in the Schools, 47 (2010) 5, S.432-444 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.20481 |
| Schlagwörter | Reading Difficulties; Intervention; Severe Disabilities; Literature Reviews; Program Effectiveness; Group Structure; At Risk Students; Elementary School Students; Reading Programs; Teacher Student Ratio; Time Factors (Learning); Outcomes of Education; Phonics; Reading Skills; Individualized Instruction; Reading Instruction |
| Abstract | This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities. (As Provided). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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