Search results for: Shaul Shelley
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The present study examines the contributions of several different cognitive and literacy skills to reading fluency in Hebrew among Grade 1 students. The main objective of the study was to examine what predicts word reading fluency at two crucial points during Grade 1: mid-year, before a multi-tiered intervention, and again 12 weeks later at the end of the year, after the intervention. A total of 47 first graders in Israel were assessed on cognitive and literacy tasks before and after an implementation of intervention.
Updated: Jul. 19, 2016