Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school ye...

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Veröffentlicht in:	Journal of learning disabilities 2021-05, Vol.54 (3), p.203-220
Hauptverfasser:	Wanzek, Jeanne, Otaiba, Stephanie Al, Petscher, Yaacov, Lemons, Christopher J., Gesel, Samantha A., Fluhler, Sally, Donegan, Rachel E., Rivas, Brenna K.
Format:	Artikel
Sprache:	eng
Schlagworte:	Business students Child Classification Comprehension Dyslexia - therapy Elementary School Students Grade 4 Humans Interpersonal Competence Intervention Learning disabilities Phonological processing Phonology Program Effectiveness Rating Scales Reading Reading achievement Reading Comprehension Reading Difficulties Reading disabilities Reading Fluency Reading Instruction Reading Tests Response to Intervention Schools Small groups Special education Structural Equation Models Student Attitudes Students Students with disabilities
Online-Zugang:	Volltext
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