Providing Reading Interventions to Struggling Readers in Grades 1-3: What Does High-Quality Intervention Research Tell Us? A Policy Brief
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| Title: | Providing Reading Interventions to Struggling Readers in Grades 1-3: What Does High-Quality Intervention Research Tell Us? A Policy Brief |
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| Language: | English |
| Authors: | Newman-Gonchar, Rebecca, Haymond, Kelly, Gersten, Russell, Dimino, Joseph, Jayanthi, Madhavi, Instructional Research Group (IRG) |
| Source: | Instructional Research Group. 2018. |
| Availability: | Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/ |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2018 |
| Document Type: | Reports - Evaluative |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 Grade 3 |
| Descriptors: | Reading Difficulties, Reading Instruction, Beginning Reading, Evidence Based Practice, Instructional Effectiveness, Response to Intervention, Educational Research, Elementary School Students, Grade 1, Grade 2, Grade 3 |
| Abstract: | The purpose of this brief is to present an overall picture of how well early reading interventions are working for students in Grades 1-3. Using a meta-analytic approach, this paper combines findings from several studies to determine the effectiveness of early reading interventions for students who are struggling with learning to read. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED612845 |
| Database: | ERIC |
| Abstract: | The purpose of this brief is to present an overall picture of how well early reading interventions are working for students in Grades 1-3. Using a meta-analytic approach, this paper combines findings from several studies to determine the effectiveness of early reading interventions for students who are struggling with learning to read. |
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