The Impact of Phonological-Awareness and Rapid-Reading Training on the Reading Skills of Adolescent and Adult Neoliterates |
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| Authors: | Royer James M Abadzi Helen Kinda Jules |
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| Institution: | (1) Department of Psychology, University of Massachusetts, Amherst, MA 01003, USA;(2) The World Bank, 1818 H Street, Washington DC, NW 20433, USA |
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| 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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