Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers
Journal article
Georgiou, George K., Savage, Robert, Dunn, Kristy, Bowers, Peter and Parrila, Rauno. (2021). Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading. 44(1), pp. 131-153. https://doi.org/10.1111/1467-9817.12325
Authors | Georgiou, George K., Savage, Robert, Dunn, Kristy, Bowers, Peter and Parrila, Rauno |
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Abstract | Background Methods Results Conclusions |
Keywords | intervention; morphological awareness; phonics; poor readers; Structured Word Inquiry |
Year | 2021 |
Journal | Journal of Research in Reading |
Journal citation | 44 (1), pp. 131-153 |
Publisher | John Wiley & Sons Ltd |
ISSN | 0141-0423 |
Digital Object Identifier (DOI) | https://doi.org/10.1111/1467-9817.12325 |
Scopus EID | 2-s2.0-85090317692 |
Open access | Published as green open access |
Page range | 131-153 |
Author's accepted manuscript | License All rights reserved File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 07 Sep 2020 |
Publication process dates | |
Accepted | 07 Aug 2020 |
Deposited | 02 Aug 2023 |
https://acuresearchbank.acu.edu.au/item/8z710/examining-the-effects-of-structured-word-inquiry-on-the-reading-and-spelling-skills-of-persistently-poor-grade-3-readers
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Author's accepted manuscript
AM_Georgiou_2021_Examining_the_effects_of_Structured_Word.pdf | |
License: All rights reserved | |
File access level: Open |
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