Scripted and non-scripted reading instructional models: Effects on the phonics and reading achievement of first-grade struggling readers

Reading and Writing Quarterly

Volumn 24, Issue 4, 2008, Pages 377-407

  McIntyre, Ellen ^a   Rightmyer, Elizabeth C ^b   Petrosko, Joseph P ^b  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF LOUISVILLE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 50849117140     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560802004464     Document Type: Article

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