Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis

被引：7
作者：
Verhoeven, Ludo [1 ,2 ,3 ]
Voeten, Marinus [1 ]
Segers, Eliane [1 ]
机构：
[1] Radboud Univ Nijmegen, Behav Sci Inst, Nijmegen, Netherlands
[2] Univ Curacao, Willemstad, Curacao
[3] Radboud Univ Nijmegen, Behav Sci Inst, POB 9104, NL-6500 HE Nijmegen, Netherlands
来源：
EDUCATIONAL RESEARCH REVIEW | 2022年 / 37卷
关键词：
PHONOLOGICAL AWARENESS INTERVENTION; EDUCATIONAL-TECHNOLOGY APPLICATIONS; RANDOMIZED CONTROLLED-TRIAL; STRUGGLING READERS; POOR READERS; LITERACY INTERVENTION; FAST FORWORD; BEGINNING READERS; INSTRUCTION; CHILDREN;
D O I：
10.1016/j.edurev.2022.100486
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
[No abstract available]
引用
收藏
页数：25
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