STRATEGY FADING AND PROGRESS FEEDBACK: EFFECTS ON SELF-EFFICACY AND COMPREHENSION AMONG STUDENTS RECEIVING REMEDIAL READING SERVICES
Saved in:
SCHUNK, D.H., RICE, J.M., STRATEGY FADING AND PROGRESS FEEDBACK: EFFECTS ON SELF-EFFICACY AND COMPREHENSION AMONG STUDENTS RECEIVING REMEDIAL READING SERVICES. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 27, no. 3 (1993), p. 257-276.
Ref.
35938
Sted:
SIIS R.350
Palabras clave:
Educación especial, Efectos, Método educativo, Problemas de lectura y escritura, Trastornos del lenguaje
Educación especial, Efectos, Método educativo, Problemas de lectura y escritura, Trastornos del lenguaje
Lignende værker: STRATEGY FADING AND PROGRESS FEEDBACK: EFFECTS ON SELF-EFFICACY AND COMPREHENSION AMONG STUDENTS RECEIVING REMEDIAL READING SERVICES
- EFFECTS OF CORRECTIVE FEEDBACK ON WORD ACCURACY AND READING COMPREHENSION OF READERS WITH LEARNING DISABILITIES
- AN EXPERIMENT ON COGNITIVE REMEDIATION OF WORD-READING DIFFICULTY
- EFFECTS OF REPEATED READINGS, ERROR CVORRECTION, AND PERFORMANCE FEEDBACK ON THE FLUENCY AND COMPREHENSION OF MIDDLE SCHOOL STUDENTS WITH BEHAVIOR PROBLEMS
- COMPUTER-ASSISTED READING: EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES
- IS ATRIBUTION RETRAINING NECESSARY? USE OF SELF-REGULATION PROCEDURES FOR ENHANCING THE READING COMPREHENSION STRATEGIES OF CHILDREN WITH LEARNING DISABILITIES
- EFFICACY OF A COGNITIVE READING REMEDIATION PROGRAM FOR AT-RISK CHILDREN IN GRADE 1