What we teach depends on when: Grade and reading intervention modality moderate effect size

Author(s): Suggate, Sebastian;
Date Issued: November, 2010
Description: A meta-analysis of the changing effects of phonological awareness, phonemic awareness, and comprehension skills interventions among at-risk and struggling readers between preschool and seventh grade, based on a secondary analysis of the data of 122 studies published from 1982 through 2007
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Funder(s): University of Otago ; Alexander von Humboldt-Stiftung (Alexander von Humboldt Foundation)
Journal Title: Developmental Psychology
Volume Number: 46
Issue Number: 6
Page Range: 1556-1579
Topics: Children & Child Development > Special Needs Children & Special Child Populations > Special Needs

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: Not Applicable
ISSN: 0012-1649 Paper
1939-0599 Online
Peer Reviewed: yes
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