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Tibi, Sana – International Journal of Special Education, 2010
Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a…
Descriptors: Semitic Languages, Language Research, Intervention, Syllables
Patton, Beverly; Crosby, Shane; Houchins, David; Jolivette, Kristine – International Journal of Special Education, 2010
The purpose of this study was to extend the Great Leaps Reading Program (GLR) knowledge base by combining the fluency intervention of the GLR Program with a comprehension strategy. The participants were 59 first, second, and third grade students who were randomly assigned to one of two treatments. The Treatment group one received the GLR Program…
Descriptors: Elementary School Students, Reading Comprehension, Reading Fluency, Reading