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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
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: 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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  Data: Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
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  Data: N
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  Data: 6
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  Data: <searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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      – SubjectFull: Reading Difficulties
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Beginning Reading
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Response to Intervention
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      – SubjectFull: Educational Research
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – TitleFull: 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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