Components of Effective Reading Intervention: A Special Issue of "Scientific Studies of Reading"

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Barbara R. Foorman
Lawrence Erlbaum Associates, 1997 - Education - 120 pages
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Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their teachers to acquire reading proficiency. Reading instruction, however, can be designed with greater validity than ever before because of a solid, converging body of scientific research on reading acquisition, reading processes, and reading disabilities. This special issue presents some of the major advances in methodologically and theoretically sound treatment research by the use of comprehensive and multivariate treatment protocols and individual growth-curve modeling.

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About the author (1997)

Foorman is Professor of Pediatrics at the University of Texas Medical School in Houston.

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