Reading intervention for poor readers at the transition to secondary school

Clarke, PJ orcid.org/0000-0002-2541-7051, Paul, S-AS, Smith, G et al. (2 more authors) (2017) Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading, 21 (5). pp. 408-427. ISSN 1088-8438

Abstract

Metadata

Authors/Creators:
Copyright, Publisher and Additional Information: (c) 2017, Crown copyright. This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on 16th May 2017, available online: https://doi.org/10.1080/10888438.2017.1318393
Dates:
  • Published: 3 September 2017
  • Accepted: 7 April 2017
  • Published (online): 16 May 2017
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Funding Information:
FunderGrant number
Education Endowment FoundationFSAV
Depositing User: Symplectic Publications
Date Deposited: 12 May 2017 11:42
Last Modified: 12 Oct 2017 13:59
Status: Published
Publisher: Taylor & Francis
Identification Number: https://doi.org/10.1080/10888438.2017.1318393

Download

Accepted Version


Embargoed until: 16 November 2018

Filename: ClarkeReading intervention for poor readers .pdf

Share / Export

Statistics