{"title":"给神经印象法另一个一对一流利干预的机会","authors":"M. Mitchell, Vassiliki I. Zygouris-Coe","doi":"10.56887/galiteracy.5","DOIUrl":null,"url":null,"abstract":"Students who do not show growth from whole class (Tier 1) and small group (Tier 2) reading fluency interventions, may require one-on-one interventions that are designed to support the development of fluent oral reading. The authors of this article reintroduce the Neurological Impress Method (NIM) and provide a research-based protocol and practical recommendations for implementation. Existing research on the NIM provides evidence for giving it another chance for one-on-one reading fluency interventions.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Give the Neurological Impress Method Another Chance for One-to-One Fluency Interventions\",\"authors\":\"M. Mitchell, Vassiliki I. Zygouris-Coe\",\"doi\":\"10.56887/galiteracy.5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Students who do not show growth from whole class (Tier 1) and small group (Tier 2) reading fluency interventions, may require one-on-one interventions that are designed to support the development of fluent oral reading. The authors of this article reintroduce the Neurological Impress Method (NIM) and provide a research-based protocol and practical recommendations for implementation. Existing research on the NIM provides evidence for giving it another chance for one-on-one reading fluency interventions.\",\"PeriodicalId\":111992,\"journal\":{\"name\":\"Georgia Journal of Literacy\",\"volume\":\"15 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-04-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Georgia Journal of Literacy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.56887/galiteracy.5\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Georgia Journal of Literacy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.56887/galiteracy.5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Give the Neurological Impress Method Another Chance for One-to-One Fluency Interventions
Students who do not show growth from whole class (Tier 1) and small group (Tier 2) reading fluency interventions, may require one-on-one interventions that are designed to support the development of fluent oral reading. The authors of this article reintroduce the Neurological Impress Method (NIM) and provide a research-based protocol and practical recommendations for implementation. Existing research on the NIM provides evidence for giving it another chance for one-on-one reading fluency interventions.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
