READING COMPREHENSION: EFFECTS OF INDIVIDUALIZED, INTEGRATED LANGUAGE ARTS AS A READING APPROACH WITH STRUGGLING READERS

@inproceedings{Thames2008READINGCE,
  title={READING COMPREHENSION: EFFECTS OF INDIVIDUALIZED, INTEGRATED LANGUAGE ARTS AS A READING APPROACH WITH STRUGGLING READERS},
  author={Dana G. Thames and Carolyn T. Reeves and Richard Kazelskis and Kathleen Christine York and Charlotte Jones Boling and Kavatus Riddle Newell and Yuanqing Wang},
  year={2008}
}
This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers’ comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading… CONTINUE READING

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