The effects of peer-assisted literacy strategies for First-Grade Readers with and without additional computer-assisted instruction in phonological awareness

American Educational Research Journal

Volumn 38, Issue 2, 2001, Pages 371-410

  Mathes, Patricia G ^a   Torgesen, Joseph K ^b   Allor, Jill Howard ^c  

^a UNIVERSITY OF TEXAS MEDICAL SCHOOL   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c LOUISIANA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035612581     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312038002371     Document Type: Article

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