Do Differences in Phonological Processing Performance Predict Gains Made by Older Low-progress Readers Following Intensive Literacy Intervention?

By Pogorzelski Simmone   Wheldall Kevin  

Educational Psychology, Vol. 22, Iss. 4, 2002-09 ,pp. : 413-427

Routledge Ltd

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Is the phab really fab? the utility of the phonological assessment battery in predicting gains made by older low-progress readers following two terms of intensive literacy instruction

By Wheldall Kevin   Pogorzelski Simmone  

Educational Psychology, Vol. 23, Iss. 5, 2003-12 ,pp. : 569-590

Routledge Ltd

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A Curriculum-Based Passage Reading Test for Monitoring the Performance of Low-Progress Readers: the development of the WARP

By Wheldall Kevin   Madelaine Alison  

International Journal of Disability, Development and Education, Vol. 47, Iss. 4, 2000-12 ,pp. : 371-382

Routledge Ltd

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A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency

By Kim James   Samson Jennifer   Fitzgerald Robert   Hartry Ardice  

Reading and Writing, Vol. 23, Iss. 9, 2010-10 ,pp. : 1109-1129

Springer Publishing Company

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The Relative Effect of a Code-Oriented and a Meaning-Oriented Early Literacy Program on Regular and Low Progress Australian Students in Year 1 Classrooms which Implement Reading Recovery

By Center Yola   Freeman Louella   Robertson Gregory  

International Journal of Disability, Development and Education, Vol. 48, Iss. 2, 2001-06 ,pp. : 207-232

Routledge Ltd

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