A comparison of the effects of reading interventions on the word identification and oral reading fluency of 5th grade students with learning disabilities
The purpose of this study was to examine and compare the effectiveness of teacher-directed instruction (i.e., teacher-directed instruction without using an iPad, TDI) and iPad-assisted instruction (IAI) on the word identification and oral reading fluency of elementary school students with reading le...
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| Format: | Others |
| Language: | en |
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2014
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| Online Access: | http://hdl.handle.net/2152/26003 |