A Comparison of the Reading Progress of English Language Speakers and Learners, Participating in an Intensive, Explicit, Structured, Phonics-based Program
A large body of research supports the use of intensive, explicit, structured, phonics-based programming (IESPP) for achieving positive outcomes for students at-risk for reading failure. Few studies included English language learners. The purpose of this study was to determine whether students partic...
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| Language: | en |
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The University of Arizona.
2008
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| Online Access: | http://hdl.handle.net/10150/194005 |