This article reports a research on minizing reading failure through early identification of at – risk reading disability children. The aim of the study is to explore the theoretical model of proximal causes of reading acquisition among children. The research hypotheses were tested on 336 primary school students in Mashhad chosen through classified random sampling method. The collected data has been analysed by statistical methods such as ANOVA and Regression. It was found that in addition to the basic factors such as motivation, IQ, memory, language background, and the meta-linguistic abilities (phonological decording, phonological awareness, syntactic awareness, and semantic awareness) are affecting on reading ability.
Lotfabadi, H. (2003). Minimizing Reading Failure Through Early Identification of At – risk Reading Disability children. Foundations of Education, 04(2), -. doi: 10.22067/fe.v4i2.1796
MLA
Hossein Lotfabadi. "Minimizing Reading Failure Through Early Identification of At – risk Reading Disability children", Foundations of Education, 04, 2, 2003, -. doi: 10.22067/fe.v4i2.1796
HARVARD
Lotfabadi, H. (2003). 'Minimizing Reading Failure Through Early Identification of At – risk Reading Disability children', Foundations of Education, 04(2), pp. -. doi: 10.22067/fe.v4i2.1796
CHICAGO
H. Lotfabadi, "Minimizing Reading Failure Through Early Identification of At – risk Reading Disability children," Foundations of Education, 04 2 (2003): -, doi: 10.22067/fe.v4i2.1796
VANCOUVER
Lotfabadi, H. Minimizing Reading Failure Through Early Identification of At – risk Reading Disability children. Foundations of Education, 2003; 04(2): -. doi: 10.22067/fe.v4i2.1796
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