Instruction for struggling readers contains multiple features

Reading Teacher

Volumn 57, Issue 2, 2003, Pages 206-207

  Walker, Barbara J ^a  

^a OKLAHOMA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2542608890     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (6)

1. Barchas, S. (1975). I was walking down the road. New York: Scholastic.
2. Elkonin, D.B. (1963). The psychology of mastering the elements of reading. In B. Simon & J. Simon (Eds.), Educational psychology in the U.S.S.R. (pp. 165-179). London: Routledge & Kegan Paul.
3. Knapp, M.S. (Ed.). (1995). Teaching for meaning in high-poverty classrooms. New York: Teachers College Press.
4. Taylor, B.M., Pressley, M., & Pearson, P.D. (2002). Research-supported characteristics of teachers and schools that promote reading achievement. In B.M. Taylor & P.D. Pearson (Eds.), Teaching reading: Effective schools, accomplished teachers (pp. 361-373). Mahwah, NJ: Erlbaum.
5. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
6. Walker, B.J. (2000). Diagnostic teaching of reading: Techniques for instruction and assessment (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.