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The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Springer US
2016
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5346118/ https://www.ncbi.nlm.nih.gov/pubmed/27068186 http://dx.doi.org/10.1007/s11881-016-0129-z |