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Wheldall, Kevin1
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Do Differences in Phonological Processing Performance Predict Gains Made by Older Low-Progress Readers Following Intensive Literacy Intervention?
Peer reviewed Peer reviewed
Pogorzelski, Simmone; Wheldall, Kevin – Educational Psychology: An International Journal of Experimental Educational Psychology, 2002
Examines the gains in single word recognition and oral reading fluency made by low-progress readers after an intensive, systematic skills-based reading program. Reports that the results did not support the hypothesis because both groups of low-progress readers made gains on the reading measures. Includes references. (CMK)
Descriptors: Adolescents, Educational Research, Foreign Countries, Higher Education