Literaturnachweis - Detailanzeige
| Autor/inn/en | O'Connor, Rollanda E.; Bell, Kathryn M.; Harty, Kristin R.; Larkin, Louise K.; Sackor, Sharry M.; Zigmond, Naomi |
|---|---|
| Titel | Teaching Reading to Poor Readers in the Intermediate Grades: A Comparison of Text Difficulty. |
| Quelle | In: Journal of Educational Psychology, 94 (2002) 3, S.474-85Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Difficulty Level; Intermediate Grades; Oral Reading; Readability; Reading Ability; Reading Fluency; Reading Instruction; Tutoring |
| Abstract | Compares the influence of text difficulty on the growth of poor readers' reading ability over 18 weeks of 1-to-1 tutoring. Significant differences favored tutored children. Between approaches, the only significant difference was oral reading fluency, which favored students who read material at their reading level. Students who began with lower fluency made stronger gains in text matched to reading level. (Contains 87 references and 2 tables.) (GCP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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