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Showing 16 to 17 of 17 results Save | Export
The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School.
Peer reviewed Peer reviewed
Gunn, Barbara; Biglan, Anthony; Smolkowski, Keith; Ary, Dennis – Journal of Special Education, 2000
A study evaluated the effects of supplemental reading instruction for 256 students in kindergarten through Grade 3 (158 Hispanic). Children who received the supplemental reading instruction performed significantly better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension after 15 to 16…
Descriptors: Decoding (Reading), Early Identification, Early Intervention, Elementary Education
Effects of Metacognitive Instruction on Low Achievers in Mathematics Problems.
Peer reviewed Peer reviewed
Cardelle-Elawar, Maria – Teaching and Teacher Education, 1995
Reports a study that investigated the effects of metacognitive instruction in mathematics on low achieving, predominantly Hispanic, elementary school students (grades 3-8). Students were randomly assigned to either experimental (metacognitive) or traditional instruction. Results on learning outcomes showed significant effects favoring students who…
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Students, Hispanic Americans
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