The study examined whether subtypes could be identified amongst struggling readers in their 3rd year of primary school, and also investigated whether the effect of a small group reading intervention using both a whole-language and phonics approach was different for identified subtypes. 54 participants were identified as struggling readers using a reading screening test (QUEST), and a further group of 34 chronological-age (CA) controls participated to allow subtype identification. The results support a view that istruggling readers have a core difficulty with phonological decoding, but have not found that I surface and phonological subtypes of struggling readers will respond differently to a generic, group reading intervention.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:501791 |
| Date | January 2009 |
| Creators | Rice, Melanie |
| Publisher | University of Strathclyde |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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