The effects of theoretically different instruction and student characteristics on the skills of struggling readers

This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on...

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Veröffentlicht in:	Reading research quarterly 2005-04, Vol.40 (2), p.148-182
Hauptverfasser:	MATHES, PATRICIA G., DENTON, CAROLYN A., FLETCHER, JACK M., ANTHONY, JASON L., FRANCIS, DAVID J., SCHATSCHNEIDER, CHRISTOPHER
Format:	Artikel
Sprache:	eng
Schlagworte:	At risk students Beginning Reading behavioral Child growth Child Health Children cognitive Comparative Analysis Curriculum subjects: programmes and methods early childhood Early intervention Early Reading Educational sciences Elementary education Epistemology evidence experiment Grade 1 High Risk Students Instructional Effectiveness Intervention learner Learning Measures (Individuals) methodology Phonological awareness Primary Education Public schools Reading Difficulties Reading Failure Reading fluency Reading instruction Reading research Reading Skills Reading tables Reading teachers Reading, writing Risk factors strategies struggling Student Characteristics Students Studies Success Teachers Teaching Teaching Methods theoretical topic type
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