Components of Effective Reading Intervention
A Special Issue of scientific Studies of Reading
1st Edition
Published on 27. February 2021
120 pages
978-1-135-48993-9 (ISBN)
Description
Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their teachers to acquire reading proficiency. Reading instruction, however, can be designed with greater validity than ever before because of a solid, converging body of scientific research on reading acquisition, reading processes, and reading disabilities. This special issue presents some of the major advances in methodologically and theoretically sound treatment research by the use of comprehensive and multivariate treatment protocols and individual growth-curve modeling.
More details
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Product notice
Reflowable
ISBN-13
978-1-135-48993-9 (9781135489939)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Barbara R. Foorman
Components of Effective Reading Intervention
A Special Issue of scientific Studies of Reading
Book
07/1997
Routledge
€54.71
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Person
Barbara R. Foorman (Edited by
Content
Volume 1, Number 3, 1997
^BContents: L.C. Moats, B.R. Foorman, Introduction to the Special Issue on Components of Effective Reading Intervention. D.M. Scanlon, F.R. Vellutino, A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure. J.K. Torgesen, R.K. Wagner, C.A. Rashotte, The Prevention and Remediation of Severe Reading Disabilities: Keeping the End in Mind. R.K. Olson, B. Wise, J. Ring, M. Johnson, Computer-based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Post-Training Development of Word Recognition. B.R. Foorman, D.J. Francis, D. Winikates, P. Mehta, C. Schatschneider, J.M. Fletcher, Early Interventions for Children with Reading Disabilities. M. Invernizzi, C. Rosemay, C. Juel, H.C. Richards, At-Risk Readers and Community Volunteers: A Three-Year Perspective.
^BContents: L.C. Moats, B.R. Foorman, Introduction to the Special Issue on Components of Effective Reading Intervention. D.M. Scanlon, F.R. Vellutino, A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure. J.K. Torgesen, R.K. Wagner, C.A. Rashotte, The Prevention and Remediation of Severe Reading Disabilities: Keeping the End in Mind. R.K. Olson, B. Wise, J. Ring, M. Johnson, Computer-based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Post-Training Development of Word Recognition. B.R. Foorman, D.J. Francis, D. Winikates, P. Mehta, C. Schatschneider, J.M. Fletcher, Early Interventions for Children with Reading Disabilities. M. Invernizzi, C. Rosemay, C. Juel, H.C. Richards, At-Risk Readers and Community Volunteers: A Three-Year Perspective.
