Abstract:
A study examined the relative effectiveness of repeated readings and listening-while-reading in promoting reading fluency.
To examine the relationship between knowledge of word meanings and semantic processes, 27 4th-grade children were taught 104 words over a 5-mo period.
Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary.
In sessions conducted individually, 45 kindergartners who were nonreaders listened to an adult read the same storybook twice, 2-4 days apart, and then completed a posttest measuring their knowledge of the meanings of 22 unfamiliar words, half of which had
From the back cover
A solid, emerging research base exists to inform how we provide meaningful access to the general education curriculum for students with learning disabilities (LD).
Why have researchers been able to make so much progress so fast when studying how to teach reading comprehension well?