Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students

This article reports the effects of a 2-year supplemental reading program for students in kindergarten through third grade that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supp...

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Veröffentlicht in:	The Journal of special education 2005-07, Vol.39 (2), p.66-85
Hauptverfasser:	Gunn, Barbara, Smolkowski, Keith, Biglan, Anthony, Black, Carol, Blair, Jason
Format:	Artikel
Sprache:	eng
Schlagworte:	Behavior Problems Child development Control Groups Decoding skills Early childhood education Early Reading England (Reading) Grade 2 Grade 3 High Risk Students Hispanic American people Intervention Kindergarten Kindergarten students Language Proficiency Language Skills Literacy Phonemic Awareness Primary Education Reading Reading Achievement Reading comprehension Reading Difficulties Reading Failure Reading Fluency Reading Instruction Reading Programs Reading Skills Special education Supplementary Education Word Recognition
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