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Record identifier : 567243
Personal Name - Primary Intelectual Responsibility : Kethley, Caroline Ingle
Title and statement of responsibility : Case studies of resource room reading instruction for middle school students with high-incidence disabilities [Thesis]
Publication, Distribution,Etc. : The University of Texas at Austin, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of Texas at Austin
Summary or Abstract : The middle school special education resource room may provide the last opportunity for students with high-incidence disabilities who have reading goals and objectives on their IEPs to acquire basic reading skills. Fortunately, a body of literature exists that attests to effective interventions and instructional components for adolescents who struggle with reading. An analysis of the observational studies of reading instruction for students in elementary special education resource rooms has shown little evidence of the influence of what are known to be effective reading interventions for students with high-incidence disabilities. However, a similar convergence of evidence regarding the utilization of reading research in middle school resource rooms is lacking..
Topical Name Used as Subject : Special education
Information of biblio record : TL
 
 
 
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