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Titel der Veröffentlichung: Precision Reading: Improving Reading for Students with Learning Disabilities

Bibliographische Angaben

Autor/in:

Updike, Mary-Ann; Freeze, Richard

Herausgeber/in:

International Disability Research Centre on Social and Economic Innovation

Quelle:

International Journal of Disability, Community and Rehabilitation (IJDCR), 2002, Volume 1 (Number 1), Kanada: Eigenverlag, Online-Ressource, ISSN: 1703-3381

Jahr:

2002

Der Text ist von:
Updike, Mary-Ann; Freeze, Richard

Der Text steht in der Zeitschrift:
International Journal of Disability, Community and Rehabilitation (IJDCR), Volume 1 (Number 1)

Den Text gibt es seit:
2002

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Inhaltliche Angaben

Wo bekommen Sie den Text?

International Journal of Disability, Community and Rehabilitation (IJDCR)
http://www.ijdcr.ca

***Open access / Freier Zugang zu den Beiträgen der Zeitschrift***

Weitere Informationen zur Veröffentlichung

International Journal of Disability, Community and Rehabilitation (IJDCR)
http://www.ijdcr.ca

***Open access / Freier Zugang zu den Beiträgen der Zeitschrift***

Um Literatur zu beziehen, wenden Sie sich bitte an Bibliotheken, die Herausgeber, den Verlag oder an den Buch- und Zeitschriftenhandel.

Precision Reading: Improving Reading for Students with Learning Disabilities

Difficulties in reading fluency have long been considered to be among the most common characteristics of students with mild disabilities and other special needs. Precision reading (Freeze, 1989, 2001a, 2001b), a combination of the methods of repeated readings (Samuels, 1979) and precision teaching (Formentin & Csapo, 1980), was developed in an attempt to improve reading accuracy and fluency by increasing word recognition automatically. The premise is that the strength of each will augment the benefits of the other, creating a synergistic instructional effect. Research on reading fluency, repeated readings and precision teaching is reviewed and the implementation of precision reading with a struggling reader is used to illustrate the strategy. Classroom applications of precision reading are discussed.

Referenznummer:

R/ZA2383

Informationsstand: 21.01.2005