The effects of frequency altered feedback on reading comprehension abilities of normal and reading disordered children

Neuroscience Letters

Volumn 416, Issue 3, 2007, Pages 266-271

  Rastatter, Michael P ^a   Barrow, Irene M ^b   Stuart, Andrew ^a  

^a EAST CAROLINA UNIVERSITY   (United States)

^b HAMPTON UNIVERSITY   (United States)

Author keywords

Children; Comprehension; Facilitation; Feedback; Reading disorders; Treatment

Indexed keywords

ARTICLE; AUDITORY DISCRIMINATION; BRAIN CORTEX; BRAIN REGION; CHILD; CLINICAL ARTICLE; CONTROLLED STUDY; DYSLEXIA; EDUCATION; ELEMENTARY STUDENT; ERROR; HUMAN; HUMAN EXPERIMENT; PRIORITY JOURNAL; READING; STATISTICAL SIGNIFICANCE; TASK PERFORMANCE;

ANALYSIS OF VARIANCE; CHILD; COMPREHENSION; DYSLEXIA; FEEDBACK, PSYCHOLOGICAL; FEMALE; HUMANS; MALE; READING; VERBAL BEHAVIOR;

EID: 33947729770     PISSN: 03043940     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.neulet.2007.02.012     Document Type: Article

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