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ERIC Number: EJ1041670
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1446-5442
Enhancing Reading Skills and Reading Self-Concept of Children with Reading Difficulties: Adopting a Dual Approach Intervention
Hornery, Samantha; Seaton, Marjorie; Tracey, Danielle; Craven, Rhonda G.; Yeung, Alexander S.
Australian Journal of Educational & Developmental Psychology, v14 p131-143 2014
This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties. The program, delivered by trained and supported volunteers, lasts for 15 weeks. It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their reading-related self-concepts. As there is scant literature available on how to implement such a program, this article aims to address that limitation by demonstrating to educators how such a dual approach to enhancing reading skills and reading self-concept can be operationalized.
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Neale Analysis of Reading Ability; Burt Word Reading Test; Self Description Questionnaire