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The impact of using guided reading to teach low-literate adults
dc.contributor.author | Shaw, Donita J. | |
dc.date.accessioned | 2013-06-06T21:53:42Z | |
dc.date.available | 2013-06-06T21:53:42Z | |
dc.date.issued | 2004 | |
dc.identifier.citation | Donita, Massengill. (2004) The impact of using guided reading to teach low-literate adults. Journal of Adolescent & Adult Literacy, 47.7, 588-602. | |
dc.identifier.uri | http://hdl.handle.net/1808/11231 | |
dc.description | This is the publisher's version, also found at http://search.proquest.com/docview/216914773?accountid=14556 | |
dc.description.abstract | Massengill discusses a guided reading instructional framework applied to four adult participants, including Joelle, Peter, Troy, and Malia. She stresses that the instructional framework improved the learners' word-recognition behaviors and strategies, which resulted in an increase in overall reading levels. The participants' respective profiles, the single-participant design scores, and the pre- and post-test results, are also provided. | |
dc.language.iso | en_US | |
dc.publisher | International Reading Association | |
dc.relation.isversionof | http://search.proquest.com/docview/216914773?accountid=14556 | |
dc.title | The impact of using guided reading to teach low-literate adults | |
dc.type | Article | |
kusw.kuauthor | Shaw, Donita J. | |
kusw.kudepartment | Department of Curriculum and Teaching | |
kusw.oastatus | fullparticipation | |
kusw.oaversion | Scholarly/refereed, publisher version | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |