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Pagina 72
Further pair - wise comparisons using a Bonferroni correction showed that first - grade nontutored male students showed a significant higher gain of DRA scores ( M = 13.15 , SD = 3.86 ) than firstgrade nontutored female students ( M ...
Further pair - wise comparisons using a Bonferroni correction showed that first - grade nontutored male students showed a significant higher gain of DRA scores ( M = 13.15 , SD = 3.86 ) than firstgrade nontutored female students ( M ...
Pagina 74
Gender Difference All first- and second - grade nontutored students , male or female , showed sig . nificantly higher exit DRA scores than their entry DRA scores , therefore no gender difference was found among nontutored students .
Gender Difference All first- and second - grade nontutored students , male or female , showed sig . nificantly higher exit DRA scores than their entry DRA scores , therefore no gender difference was found among nontutored students .
Pagina 75
Although first - grade tutored male students showed significantly higher exit DRA scores than their entry DRA scores , their reading gain was the same as first - grade tutored female students . Another gender difference in reading gains ...
Although first - grade tutored male students showed significantly higher exit DRA scores than their entry DRA scores , their reading gain was the same as first - grade tutored female students . Another gender difference in reading gains ...
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Inhoudsopgave
Volume 51 Number | 1 |
Assisted Reading with Digital Audiobooks for Students with | 21 |
Promoting AtRisk Preschool Childrens Comprehension through | 41 |
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Veelvoorkomende woorden en zinsdelen
activities addition assessment assisted reading beginning bullying classroom comprehension strategies conducted connected consider control group correct curriculum decoding designed difference disabilities early early literacy Education effect elementary entry exit DRA scores experiences female findings first-grade first-grade tutored four gender grade level higher implementation improve included increase individual instruction intervention Journal knowledge language learning listening literacy male materials mean measure method Michigan minutes nontutored observed oral reading fluency Paris participants passage period posttest practice predictions preschool pretest Psychology questions Rasinski read aloud reading attitude reading gain Reading Teacher reading tutoring program reported response school-based reading tutoring second-grade showed significant significantly skills specifically statistics story struggling readers successful suggest Table teachers Teaching treatment group tutored students tutoring program understanding University vocabulary WCCR week young
Bibliografische gegevens
| Titel | Reading Horizons, Volume 51,Nummer 1 |
| Bijdragers | Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. Psycho-Educational Clinic, Western Michigan University. College of Education |
| Uitgever | College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2011 |
| Oorspronkelijk uit | de University of California |
| Gedigitaliseerd | 14 april 2017 |
| Citatie exporteren | BiBTeX EndNote RefMan |