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Enhancing reading skills and reading self-concept of children with reading difficulties : Adopting a dual approach intervention

机译：提高阅读障碍儿童的阅读技巧和阅读自我概念：采用双重干预

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Hornery Samantha; Seaton Marjorie; Tracey Danielle; Craven Rhonda; Yeung See;
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年度 2014
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1. Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender [J] . Tami Katzir, Young-Suk G. Kim, Shahar Dotan Frontiers in Psychology . 2018,第4期

机译：二年级儿童的阅读自我概念和阅读焦虑：单词阅读，新兴的读写能力，工作记忆和性别的作用
2. Application of Graded Reading Materials in the Teaching of Reading Skills for Children with Reading Difficulties [J] . Manisah Mohd. Ali, Muhammad Nazeri Saiden Procedia - Social and Behavioral Sciences . 2015,第2期

机译：分级阅读材料在阅读困难儿童阅读技能教学中的应用
3. Reading skill and neural processing accuracy improvement after a 3-hour intervention in preschoolers with difficulties in reading-related skills. [J] . Riikka Lovio, Anu Halttunen, Heikki Lyytinen, Brain research . 2012,第Null期

机译：阅读技能和神经加工精度在学龄前儿童中的3小时干预后改善了阅读相关技能困难。
4. The AHA Project: An Evidence-Based Augmented Reality Intervention for the Improvement of Reading and Spelling Skills in Children with ADHD [C] . Giuseppe Chiazzese, Eleni Mangina, Antonella Chifari, International Conference on Games and Learning Alliance . 2019

机译：AHA项目：基于证据的增强现实干预，以改善adhd儿童阅读和拼写技能
5. Children Reading for Pleasure: Investigating Predictors of Reading Achievement and the Efficacy of a Paired-Reading Intervention to Foster Children's Literacy Skills. [D] . Pagan, Stephanie L. 2010

机译：儿童阅读带来的乐趣：调查阅读成就的预测因子以及配对阅读干预对提高儿童识字能力的功效。
6. Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading Emergent Literacy Skills Working Memory and Gender [O] . Tami Katzir, Young-Suk G. Kim, Shahar Dotan -1

机译：二年级儿童的阅读自我概念和阅读焦虑：单词阅读新兴的读写能力工作记忆和性别的作用
7. Application of Graded Reading Materials in the Teaching of Reading Skills for Children with Reading Difficulties [O] . Ali Manisah Mohd., Saiden Muhammad Nazeri 2015

机译：分级阅读材料在阅读困难儿童阅读技能教学中的应用

Enhancing reading skills and reading self-concept of children with reading difficulties : Adopting a dual approach intervention

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