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The Impact of Phonological-Awareness and Rapid-Reading Training on the Reading Skills of Adolescent and Adult Neoliterates
Authors:James M Royer  Helen Abadzi and Jules Kinda
Institution:(1) Student Development and Pupil Personnel Services, University of Massachusetts Amherst, 166 Hills House South, 111 Infirmary Way, Amherst, MA 01003, USA;(2) Department of Learning Disabilities, University of Haifa, Haifa, 31905, Israel;(3) Eliot-Pearson Department of Child Development, Tufts University, 105 College Avenue, Medford, MA 02155, USA;(4) Program in Education, Afterschool & Resiliency, Harvard Medical School and McLean Hospital, Mill Street Lodge, 115 Mill Street, Belmont, MA 02478, USA
Abstract:This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of three experimental educational programs with the reading performance of neoliterates who took part in a standard (control) educational program. The experimental programs involved training in phonological awareness, training in the rapid identification of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard educational programs.
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