| 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 |
