Differential Effects of Oral Reading to Improve Comprehension with Severe Learning Disabled and Educable Mentally Handicapped Students.

Chang, S. Q.; And Others

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Peer reviewed

ERIC Number: EJ292784

Record Type: Journal

Publication Date: 1983

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Differential Effects of Oral Reading to Improve Comprehension with Severe Learning Disabled and Educable Mentally Handicapped Students.

Chang, S. Q.; And Others

Adolescence, v18 n71 p619-26 Fall 1983

Evaluated the effectiveness of oral reading for improving reading comprehension of 11 educable mentally handicapped or severe learning disabled adolescents who answered comprehension questions from a short factual article. Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability. (JAC)

Descriptors: Adolescents, Foreign Countries, High Schools, Learning Disabilities, Mild Mental Retardation, Oral Reading, Reading Comprehension, Special Education, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A

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