Prévenir les difficultés d'apprentissage en lecture : le défi de la présentation du contenu et de l'organisation des services.
This literature review examines the issue of delivery of instruction for students at-risk of reading disabilities. Research has traditionally been more interested in content (what should be taught) than delivery (how it should be taught), leaving to practitioners the difficult task of organising ser...
| Publicado en: | Canadian Psychology Vol. 49; no. 2; pp. 155 - 162 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Canadian Psychological Association
May 2008
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510805323&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510805323 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07085591 G48 jtl: Canadian Psychology issn: 07085591 maglogo: N pubinfo: dt: May 2008 vid: 49 iid: 2 pid: 98 pub: Canadian Psychological Association artinfo: ui: 510805323 10.1037/0708-5591.49.2.155 ppf: 155 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.4MB tig: atl: Prévenir les difficultés d'apprentissage en lecture : le défi de la présentation du contenu et de l'organisation des services. aug: au: Dion, Éric Brodeur, Monique Campeau, Marie-Ève Roux, Catherine Laplante, Line Fuchs, Douglas su: Education of children with learning disabilities Reading disability sug: subj: Education of children with learning disabilities Reading disability ab: This literature review examines the issue of delivery of instruction for students at-risk of reading disabilities. Research has traditionally been more interested in content (what should be taught) than delivery (how it should be taught), leaving to practitioners the difficult task of organising services to students. In order to contribute to fill this gap, the authors review available data on three forms of delivery of instruction: one-to-one tutorial, small group, and enriched classroom teaching. The complementary role of these forms of delivery of instruction is discussed and researchers are encouraged to consider matters related to delivery of instruction when developing reading interventions. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: French refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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