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The effects of theoretically different instruction and student characteristics on the skills of struggling readers

✍ Scribed by PATRICIA G. MATHES; CAROLYN A. DENTON; JACK M. FLETCHER; JASON L. ANTHONY; DAVID J. FRANCIS; CHRISTOPHER SCHATSCHNEIDER

Book ID
115050923
Publisher
International Reading Association
Year
2005
Tongue
English
Weight
411 KB
Volume
40
Category
Article
ISSN
0034-0553

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The objective of this study is to explore a) which dimension of student ratings and which aspects of perceived instruction are affected by the two organizational factors, enrollment size and academic affiliation, and b) the nature of their effect. Two thousand five hundred students participating in