Do Differences in Phonological Processing Performance Predict Gains Made by Older Low-Progress Readers Following Intensive Literacy Intervention?.

Pogorzelski, Simmone; Wheldall, Kevin

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Peer reviewed

ERIC Number: EJ668886

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0144-3410

EISSN: N/A

Do Differences in Phonological Processing Performance Predict Gains Made by Older Low-Progress Readers Following Intensive Literacy Intervention?

Pogorzelski, Simmone; Wheldall, Kevin

Educational Psychology: An International Journal of Experimental Educational Psychology, v22 n4 p413-27 Sep 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, Preadolescents, Reading Difficulties, Reading Failure, Secondary Education, Special Needs Students, Tests

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (Wales)

Grant or Contract Numbers: N/A