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Full-Text Articles in Education
The Mirroreading Board Technique Used With Eight Third Grade Problem Readers Who Showed Evidence Of A Mixed Lateral Dominance, Gene Ferguson Knox
The Mirroreading Board Technique Used With Eight Third Grade Problem Readers Who Showed Evidence Of A Mixed Lateral Dominance, Gene Ferguson Knox
All Master's Theses
This experiment is concerned with certain problem readers who possess the physiological problem of having a mixed lateral dominance.
A Case Study Of Two Disabled Readers Using An Eclectic Remedial Reading Approach, William J. Harrison
A Case Study Of Two Disabled Readers Using An Eclectic Remedial Reading Approach, William J. Harrison
All Master's Theses
This study was conducted with two disabled readers to ascertain the value of an eclectic remedial reading program. No comparisons were made between the two subjects or any other group. The purpose of the study was to fully explain the diagnostic and remedial techniques used on two disabled readers and to relate the success of the eclectic remedial approach.
A Study Of Three Nine-Year Old Boys, Retarded In Reading, Who Were Taught Reading, Writing, And Spelling By A Remedial Teacher, Emily Ellen Leslie
A Study Of Three Nine-Year Old Boys, Retarded In Reading, Who Were Taught Reading, Writing, And Spelling By A Remedial Teacher, Emily Ellen Leslie
All Master's Theses
The purpose of this study was to determine the methods and materials best suited to the improvement of the reading, writing, and spelling skills of three boys, and to discover and alter, if possible, the factors contributing to the reading deficiency and lowered school achievement.
The Impact Of Remedial Language Arts Instruction On The Language Skills Of Slow-Learning Fifth And Sixth Graders, Elsie D. Thompson
The Impact Of Remedial Language Arts Instruction On The Language Skills Of Slow-Learning Fifth And Sixth Graders, Elsie D. Thompson
All Master's Theses
This study is undertaken to determine the impact of remedial language arts instruction on the language skills of slow learning fifth and sixth graders. It will seek to determine whether slow learning fifth and sixth graders, receiving remedial instruction in the language arts, will achieve as well as, or better than, slow learning fifth and sixth grade students in a regular heterogeneous classroom situation.