Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: evidence from a longitudinal intervention study
Article Abstract:
Research was conducted to investigate the relationship between a wide range of phonological tasks and measures of IQ as predictors of responsiveness. Data collected from a longitudinal intervention study with 7-yr-old poor readers revealed five separate factors, namely, Verbal Ability, Rhyme, Phoneme Manipulation, Nonverbal Ability and Phonological Memory. Results demonstrate that Phoneme Manipulation was the strongest predictor while the other factors did not have any significant contribution to predicting responsiveness to teaching.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1999
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Efficacy of small group reading intervention for beginning readers with reading-delay: A randomized controlled trial
Article Abstract:
The effectiveness of an intervention for reading-delayed children in Year-1 classes is evaluated. Results reveal that a reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school.
Publication Name: Journal of Child Psychology and Psychiatry
Subject: Psychology and mental health
ISSN: 0021-9630
Year: 2006
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