Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/12677
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dc.contributor.authorPierson, Melinda R.-
dc.contributor.authorGowan, Dustin-
dc.date.accessioned2015-02-05T08:09:23Z-
dc.date.available2015-02-05T08:09:23Z-
dc.date.issued2014-
dc.identifier.citationJournal of Gender and Power, No.2, Vol.2, 2014, pp.99-117pl_PL
dc.identifier.isbn978-83-232-2804-2-
dc.identifier.issn2391-8187-
dc.identifier.urihttp://hdl.handle.net/10593/12677-
dc.description.abstractAn age appropriate, research-based systematic program that teaches a flexible strategy for decoding multisyllabic words may be the foundation for increased reading abilities of middle school male and female students struggling with grade level text. To meet this need, the REWARDS reading program (Archer, Gleason & Vachon, 2000) was used with struggling 6th grade readers with learning disabilities (LD). The quasi-experimental research design used in this study is non-randomized control group (n=20), pretest­ posttest design. The Basic Reading Inventory along with DIBELS measure of reading fluency were the instruments used to calculate findings. In a five week period, students’ decoding levels increased by 1.72 grade levels, instructional reading levels increased by 1.45 grade levels, while the reading fluency rates were increased by 28% at instructional reading levels and 17% at grade level. Decoding ability was highly correlated to reading comprehension with the relationship of .88.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectdecodingpl_PL
dc.subjectmultisyllabic wordspl_PL
dc.subjectreading by groupspl_PL
dc.titleDecoding multisyllabic words: Structural analysis in reading by groupspl_PL
dc.typeArtykułpl_PL
Appears in Collections:Journal of Gender and Power, No.2, Vol.2, 2014

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