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Predicting Poor Readers' Response to a Multi-Component Reading Comprehension Intervention
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Predicting Poor Readers' Response to a Multi-Component Reading Comprehension Intervention. |
| 개인저자 | Hendricks, Emma Lu. |
| 단체저자명 | Vanderbilt University. Special Education. |
| 발행사항 | [S.l.]: Vanderbilt University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 58 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088316979 |
| 학위논문주기 | Thesis (Ph.D.)--Vanderbilt University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Fuchs, Douglas. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | This study's primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5. Additional study aims were to explore (a) the utility of various methods (e.g., "growth" versus "final status") and measures (e.g., "near-transfer" versus "far-transfer") in operationalizing response |
| 일반주제명 | Special education. Reading instruction. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
