ERIC Number: EJ1034473
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Fluent Reading in Special Primary Education
Houtveen, Anthonia A. M.; van de Grift, Wim J. C. M.; Brokamp, Saskia K.
School Effectiveness and School Improvement, v25 n4 p555-569 2014
The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by "monitoring of pupil progress", "reflection on own teaching", and "setting targets" are the most important explanations for the improvement in pupils' reading achievements.
Descriptors: Foreign Countries, Special Education, Reading Fluency, Reading Instruction, Reading Achievement, Elementary School Students, Teaching Methods, Teaching Skills, Educational Quality, Classroom Techniques, Self Esteem, Academic Standards, Program Effectiveness, Gender Differences, Intelligence, Socioeconomic Status, Age Differences, Questionnaires, Observation, Likert Scales, Achievement Gains, Multiple Regression Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands