Suggate, Sebastian 
(2016)
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions.
Journal of Learning Disabilities 49, pp. 77-96.
| License: Allianz- bzw. Nationallizenz PDF - Published Version Download (394kB) |
Abstract
Much is known about short-term—but very little about the long-term—effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting posttest and follow-up data (M = 11.17 months) for ...
Export bibliographical data
| Item type: | Article | ||||
|---|---|---|---|---|---|
| Date: | 2016 | ||||
| Institutions: | Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) | ||||
| Identification Number: |
| ||||
| Keywords: | reading intervention, long-term, comprehension, decoding, phonics, phonemic awareness, fluency | ||||
| Dewey Decimal Classification: | 300 Social sciences > 370 Education | ||||
| Status: | Published | ||||
| Refereed: | Yes, this version has been refereed | ||||
| Created at the University of Regensburg: | Yes | ||||
| Item ID: | 35639 |
Owner only: item control page
Download Statistics