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Peer reviewed Peer reviewed
ERIC Number: EJ670569
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Teaching Phonological Awareness and Metacognitive Strategies to Children with Reading Difficulties: A Comparison of Two Instructional Methods.
Wright, Judith; Jacobs, Barrie
Educational Psychology: An International Journal of Experimental Educational Psychology, v23 n1 p17-47 Jan 2003
Describes an applied training study investigating the differential effect of two instructional methods on the reading performance of British primary school children with reading difficulties. Explains that children ages 7 to 10 (n=65) were separated into two groups: (1) based on different types of phonological awareness instruction, and (2) a control group. (CMK)
Descriptors: Educational Research, Educational Strategies, Elementary Education, Elementary School Students, Foreign Countries, Higher Education, Phonology, Reading Failure, Reading Instruction, Reading Skills, Skill Development
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations