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Peer reviewedEllis, Edwin S.; Graves, Anne W. – Rural Special Education Quarterly, 1990
Among 68 rural learning-disabled students in grades 5-7 having moderate decoding fluency and high decoding accuracy, a paraphrasing cognitive strategy increased reading comprehension of main ideas more effectively than repeated readings or control training. Paraphrasing plus repeated readings was no more effective than paraphrasing alone. Contains…
Descriptors: Decoding (Reading), Elementary Education, Learning Disabilities, Reading Comprehension
