The effects of activating prior knowledge before reading on students with and without learning disabilities
Students with learning disabilities use prior knowledge differently than students without learning disabilities. This paper examines what happens to reading fluency, words per minute, and reading comprehension when prior knowledge is activated. By using two reading passages at the fourth grade level...
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| Format: | Others |
| Language: | en_US |
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Wichita State University
2006
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| Online Access: | http://hdl.handle.net/10057/256 |