Repeated Reading Intervention: Outcomes and Interactions With Readers' Skills and Classroom Instruction

This study examined effects of a repeated reading intervention, Quick Reads , with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn random...

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Veröffentlicht in:	Journal of educational psychology 2008-05, Vol.100 (2), p.272-290
Hauptverfasser:	Vadasy, Patricia F, Sanders, Elizabeth A
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement Gains Biological and medical sciences Control Groups Drills (Practice) Educational Psychology Female Fundamental and applied biological sciences. Psychology Grade 2 Grade 3 Human Instructional Effectiveness Interpersonal Communication Intervention Male Pretests Posttests Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Reading Reading comprehension Reading Difficulties Reading Education Reading Fluency Reading Instruction Scaffolding Scaffolding (Teaching Technique) School Based Intervention Studies Supplementary Education Teacher Aides Tutoring Verbal Ability Verbal Fluency
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