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ERIC Number: EJ668886
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 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)
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 (Wales)