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

Copyright release for this abstract has not been obtained.

Access: Open Access