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Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction
Children in grades 4 to 6 (N=14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown in four prior studies to be effective for treating...
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| Publicat a: | Educ Inf Technol (Dordr) |
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| Autors principals: | , , , , , , , , , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
2017
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5921925/ https://ncbi.nlm.nih.gov/pubmed/29713237 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1007/s10639-017-9647-5 |
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