The "Simple View," Instructional Level, and the Plight of Struggling Fifth-Sixth Grade Readers

dc.contributor.authorMorris, Darrellen
dc.contributor.authorMeyer, Carlaen
dc.contributor.authorTrathen, Woodrowen
dc.contributor.authorMcGee, Jenniferen
dc.contributor.authorVines, Noraen
dc.contributor.authorStewart, Trevor Thomasen
dc.contributor.authorGill, Tomen
dc.contributor.authorSchlagal, Roberten
dc.date.accessioned2017-12-20T18:50:30Zen
dc.date.available2017-12-20T18:50:30Zen
dc.date.issued2016-11-01en
dc.description.abstractThis article discusses a study exploring the performance of struggling readers on reading assessments to determine what we might learn about connections between their print processing skills and possible instructional interventions.en
dc.description.notes< AUDIENCE: National >< REFEREED: Yes >< USER_REFERENCE_CREATOR: Yes >< ACC_START: >< SUB_END: 2015-12-01 >< SUB_START: 2015-12-01 >< DTx_SUB: 01/12/2015 >en
dc.description.versionPublished versionen
dc.format.extent? - ? (12) page(s)en
dc.identifier.doihttps://doi.org/10.1080/10573569.2016.1203272en
dc.identifier.urihttp://hdl.handle.net/10919/81301en
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.titleThe "Simple View," Instructional Level, and the Plight of Struggling Fifth-Sixth Grade Readersen
dc.title.serialReading & Writing Quaterlyen
dc.typeArticle - Refereeden
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
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