NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ617745
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0922-4777
Reading Intervention Need Not Be Negligible: Response to Cossu (1999).
Hatcher, Peter J.
Reading and Writing: An Interdisciplinary Journal, v13 n3-4 p349-55 Dec 2000
Shows that a combined reading and phonological awareness training group made greater progress in learning to read than the Reading alone and Phonological Awareness alone groups in addition to that of the unseen control group. Affirms, contrary to earlier criticism, the stability of the treatment effect, the Sound Linkage hypothesis and the effectiveness of comprehensive and well-structured intervention programs. (SC)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A