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

Conrad, Amia Kimoy2012-04-102012-04-102012-04-10https://hdl.handle.net/2139/12688enTeaching methodsPhonicsStruggling readersPhoneticsReading difficultiesCase studiesSecondary school studentsReading researchTrinidad and TobagoBuilding blocks: The impact of grapho-phonemic keynote analogy and metacognitive strategy instruction on the decoding skills acquisition of an older struggling reader: A case studyOther