Growth and Efficacy Data: Results of the Total Experimental Program
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As in the case of many other studies of children with specific learning disabilities in the literacy skills, there was also in the Bergen Project a great deal of interest in how these children developed over time. Follow-up was certainly appropriate in this longitudinal study—it was possible to follow the children from grade 1 to grade 9. Special methodological problems associated with studies of this kind are discussed here. Also presented in this chapter is a brief review of the follow-up literature, and our follow-up data.
KeywordsLiteracy Skill Fourth Grade Dyslexic Child Ninth Grade Dyslexia Group
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