Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades.

background knowledge inferencing reading comprehension reading intervention reading strategies vocabulary

Journal

Journal of learning disabilities
ISSN: 1538-4780
Titre abrégé: J Learn Disabil
Pays: United States
ID NLM: 0157312

Informations de publication

Date de publication:
Historique:
pubmed: 2 3 2021
medline: 21 12 2021
entrez: 1 3 2021
Statut: ppublish

Résumé

We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 (

Identifiants

pubmed: 33645312
doi: 10.1177/0022219421995904
pmc: PMC8425275
mid: NIHMS1736441
doi:

Types de publication

Journal Article Randomized Controlled Trial Research Support, N.I.H., Extramural

Langues

eng

Sous-ensembles de citation

IM

Pagination

58-78

Subventions

Organisme : NICHD NIH HHS
ID : P50 HD052117
Pays : United States
Organisme : NICHD NIH HHS
ID : R01 HD096262
Pays : United States

Références

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Auteurs

Yusra Ahmed (Y)

University of Houston, TX, USA.

Jeremy Miciak (J)

University of Houston, TX, USA.

W Pat Taylor (WP)

University of Houston, TX, USA.

David J Francis (DJ)

University of Houston, TX, USA.

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Classifications MeSH