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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ597243
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Reading Research for Students with LD: A Meta-Analysis of Intervention Outcomes.
Swanson, H. Lee
Journal of Learning Disabilities, v32 n6 p504-32 Nov-Dec 1999
A meta-analysis of instructional research with students with learning disabilities in the domains of word recognition and reading comprehension indicates effect sizes for comprehension measures were higher when studies included derivatives of both cognitive and direct instruction, whereas effect sizes were higher for word recognition when studies included direct instruction. (Author/CR)
Descriptors: Cognitive Restructuring, Elementary Secondary Education, Meta Analysis, Reading Comprehension, Reading Difficulties, Reading Instruction, Reading Strategies, Teaching Methods, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Direct Instruction