An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading Intervention

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 session...

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Hauptverfasser: Denton, Carolyn A., Cirino, Paul T., Barth, Amy E., Romain, Melissa, Vaughn, Sharon, Wexler, Jade, Francis, David J., Fletcher, Jack M.
Format: Artigo
Sprache:Inglês
Veröffentlicht: 2011
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Article
Online Zugang:https://ncbi.nlm.nih.gov/pmc/articles/PMC3142957/
https://ncbi.nlm.nih.gov/pubmed/21796271
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1080/19345747.2010.530127
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