Mona Tobias award winner, 2008: Effective instruction for socially disadvantaged low-progress readers: The Schoolwise Program

Kevin Wheldall*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

In this article, I consider social class and reading performance, outline a non-categorical approach to reading disability, describe the reading intervention program we have developed for older low-progress readers and seek to demonstrate how students from socially disadvantaged backgrounds can, and do, make substantial progress when offered effective reading instruction based on the available scientific research evidence.

Original languageEnglish
Pages (from-to)151-170
Number of pages20
JournalAustralian Journal of Learning Difficulties
Volume14
Issue number2
DOIs
Publication statusPublished - 2009

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