Phonological awareness, reading fluency, and strategy-based reading comprehension instruction for children with language learning disabilities: What does research show?

Authors

Sandra Laing Gillam, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Perspectives on Language Learning and Education, Division 1

Volume

13

Publication Date

2006

First Page

17

Last Page

22

Recommended Citation

Laing, S. (2006). Phonological awareness, reading fluency, and strategy-based reading comprehension instruction for children with language learning disabilities: What does research show? Perspectives on Language Learning and Education, Division 1, 13, 17-22.