Authors: |
Mayer A, Motsch H-J |
|
Title: |
Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography |
Source: |
Journal of Education and Learning 2015 4(3): 88-111 |
Year: |
2015 |
Research Design: |
Randomised Controlled Trial |
Rating Score: |
03/10 This rating is confirmed Eligibility specified - Y Random allocation - N Concealed allocation - N Baseline comparability - Y Blind subjects - N Blind therapists - N Blind assessors - N Adequate follow-up - Y Intention-to-treat analysis - N Between-group comparisons - Y Point estimates and variability - N |
Abstract: |
Copyright release for this abstract has not been obtained. |
Access: |
Open Access |