The Effects of Guided and Repeated Reading on English Language Learners
Southeast Whitfield High School, Dalton, Georgia (GA)
DETAILS: Design: Quasi-experimental.
RESULTS: This study revealed that secondary English language learners who learned English using Accelerated Reader had higher language and reading comprehension scores than English language learners who used only basal readers.
AUTHOR: A. McDurmon.
Email email@example.com to request a copy of this study from the Renaissance Research Department.
For information about research not available electronically, please email us at firstname.lastname@example.org.