Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research

In this study, we conducted a review of reading intervention research (1988–2019) for upper elementary struggling readers and examined intervention area (e.g., foundational, comprehension, or multicomponent) and intensity (e.g., hours of intervention, group size, and individualization) as possible m...

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Vydané v:	Reading & writing Ročník 34; číslo 8; s. 1943 - 1977
Hlavní autori:	Donegan, Rachel E., Wanzek, Jeanne
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer Netherlands 01.10.2021 Springer Springer Nature B.V
Predmet:	At Risk Persons At risk populations Comprehension Departments Direct Instruction Education Effect Size Elementary education Elementary School Students Elementary Schools Grade 5 Group size Instructional Effectiveness Intensive treatment Intermediate Grades Intervention Language and Literature Learning Strategies Linguistics Literacy Meta Analysis Middle Schools Moderators Neurology Phonemic Awareness Phonics Psycholinguistics Reading ability Reading Comprehension Reading Difficulties Reading disabilities Reading Instruction Reading Skills Severity (of Disability) Small Group Instruction Small groups Social Sciences Special Education Student Needs Teaching Vocabulary At risk population Reading difficulties Reading intervention Upper elementary Reading disabilities reading disabilities upper elementary reading intervention at risk population reading difficulties
ISSN:	0922-4777, 1573-0905
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