This 2007 brief is a synthesis of research on K-3 readinginterventions. It presents findings from 12 studies that focused onstudents with reading difficulties who received supplementary readinginterventions for at least 100 sessions. The summaries of the studiesare followed by suggested implications for practice. The brief waswritten by authors at the Vaughn Gross Center for Reading and Languageat the University of Texas at Austin for the Center on Instruction.
|
|||
