Taiju Miyagami, Takashi Watari, Yuji Nishizaki, Taro Shimizu, Yasuharu Tokuda
Association of diagnostic error education and recognition frequency among Japanese medical students: a nationwide cross-sectional study
Diagnosis (Berlin, Germany)
teaching phoneme awareness children risk early reading difficulties recognized successful several studies randomized controlled trial rctstudy add research optimizing core procedural well teaching components phonicsdirected intervention extend rct reading intervention research semitransparent language context aim present study evaluate effects novel swedish intensive phonics program randomized controlled pretest posttest intervention study targeted secondgrade students early reading difficulties students identified repeated screening procedure allocated intervention n 34 control n 34 conditions 9week intensive phonicsbased program administrated onetoone special education teachers swedish mainstream elementary schools results show improvement intervention group compared controls outcome measures findings indicate supplementary phonics program delivered high intensity significantly increase word reading skills reading comprehension secondgrade students early reading difficulties