TY - JOUR
T1 - Mona Tobias award winner, 2008
T2 - Effective instruction for socially disadvantaged low-progress readers: The Schoolwise Program
AU - Wheldall, Kevin
PY - 2009
Y1 - 2009
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=77957367916&partnerID=8YFLogxK
U2 - 10.1080/19404150903264294
DO - 10.1080/19404150903264294
M3 - Article
AN - SCOPUS:77957367916
VL - 14
SP - 151
EP - 170
JO - Australian Journal of Learning Difficulties
JF - Australian Journal of Learning Difficulties
SN - 1940-4158
IS - 2
ER -