Načítá se...
The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed...
Uloženo v:
| Vydáno v: | Ann Dyslexia |
|---|---|
| Hlavní autoři: | , , |
| Médium: | Artigo |
| Jazyk: | Inglês |
| Vydáno: |
Springer US
2016
|
| Témata: | |
| On-line přístup: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5346118/ https://ncbi.nlm.nih.gov/pubmed/27068186 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1007/s11881-016-0129-z |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo otaguje tento záznam!
|