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dc.contributor.authorShaw, Donita J.
dc.date.accessioned2013-06-06T21:53:42Z
dc.date.available2013-06-06T21:53:42Z
dc.date.issued2004
dc.identifier.citationDonita, Massengill. (2004) The impact of using guided reading to teach low-literate adults. Journal of Adolescent & Adult Literacy, 47.7, 588-602.
dc.identifier.urihttp://hdl.handle.net/1808/11231
dc.descriptionThis is the publisher's version, also found at http://search.proquest.com/docview/216914773?accountid=14556
dc.description.abstractMassengill 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.isoen_US
dc.publisherInternational Reading Association
dc.relation.isversionofhttp://search.proquest.com/docview/216914773?accountid=14556
dc.titleThe impact of using guided reading to teach low-literate adults
dc.typeArticle
kusw.kuauthorShaw, Donita J.
kusw.kudepartmentDepartment of Curriculum and Teaching
kusw.oastatusfullparticipation
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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