Intensive Remedial Instruction for Children with Severe Reading Disabilities
Abstract
Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading...
Paper Details
Title
Intensive Remedial Instruction for Children with Severe Reading Disabilities
Published Date
Jan 1, 2001
Volume
34
Issue
1
Pages
33 - 58
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