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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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| Autors principals: | , , , , , , , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
2011
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| Matèries: | |
| Accés en línia: | 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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