Building blocks: The impact of grapho-phonemic keynote analogy and metacognitive strategy instruction on the decoding skills acquisition of an older struggling reader: A case study

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dc.contributor.authorConrad, Amia Kimoy
dc.date.accessioned2012-04-10T18:12:20Z
dc.date.available2012-04-10T18:12:20Z
dc.date.issued2012-04-10
dc.identifier.urihttps://hdl.handle.net/2139/12688
dc.language.isoenen_US
dc.subjectTeaching methodsen_US
dc.subjectPhonicsen_US
dc.subjectStruggling readersen_US
dc.subjectPhoneticsen_US
dc.subjectReading difficultiesen_US
dc.subjectCase studiesen_US
dc.subjectSecondary school studentsen_US
dc.subjectReading researchen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleBuilding blocks: The impact of grapho-phonemic keynote analogy and metacognitive strategy instruction on the decoding skills acquisition of an older struggling reader: A case studyen_US
dc.typeOtheren_US

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