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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ668886
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0144-3410
Do Differences in Phonological Processing Performance Predict Gains Made by Older Low-Progress Readers Following Intensive Literacy Intervention?
Pogorzelski, Simmone; Wheldall, Kevin
Educational Psychology: An International Journal of Experimental Educational Psychology, v22 n4 p413-27 Sep 2002
Examines the gains in single word recognition and oral reading fluency made by low-progress readers after an intensive, systematic skills-based reading program. Reports that the results did not support the hypothesis because both groups of low-progress readers made gains on the reading measures. Includes references. (CMK)
Descriptors: Adolescents, Educational Research, Foreign Countries, Higher Education, Preadolescents, Reading Difficulties, Reading Failure, Secondary Education, Special Needs Students, Tests
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Wales
Note: Educational Psychology: An International Journal of Experimental Educational Psychology is a refereed journal. Theme issue: 'Lighting the Way in Special Education': The Work of Macquarie University Special Education Centre.