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- 16Reading disability
- 9Vocabulary
- 6Reading (Elementary)
- 5Reading comprehension
- 3Children--Language
- 2Oral reading
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Author / Creator / Contributor
- 1Barkowsky, Jana
- 1Callan, Corinne Slatt
- 1Campbell, Katherine
- 1Clandinin, D. Jean.
- 1Gajraj, Indira
- 1Georgiou, George
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- 23Graduate and Postdoctoral Studies (GPS), Faculty of
- 23Graduate and Postdoctoral Studies (GPS), Faculty of/Theses and Dissertations
- 1Education, Faculty of
- 1Education, Faculty of/ENGAGE: Celebration of Research and Teaching Excellence
- 1Equity Diversity Inclusion Community (EDI)
- 1Equity Diversity Inclusion Community (EDI)/Journal Articles (Equity Diversity Inclusion)
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2017-04-18
We evaluated two experimenter-delivered, small group word reading programs among at-risk poor readers in grade 1 classes of regular elementary schools using a two-arm dual site matched control trial intervention. Readers with word reading scores below the 30th percentile (n = 201) were deemed...
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The Comparative Effects of Traditional, Vocabulary, and Grammar Instruction on the Reading Comprehension and Fluency of High School English Language Learners
DownloadFall 2018
To meet the academic demands of high school content courses such as science, English language learners (ELL) require more exposure to academic language than they currently receive (Wong Fillmore, 2014). Although vocabulary is a key source of difficulty for students’ comprehension of science texts...
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