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Peer reviewedKiesling, Herbert J. – Economics of Education Review, 1984
The relationship of minutes of reading instruction to the gains in reading performance for 3,374 elementary school children shows consistent positive findings between large- and small-group classroom instruction and reading gains. Some of the negative results for individualized instruction may be due to school assignment practices. (Author/MLF)
Descriptors: Elementary Education, Individualized Instruction, Mathematical Models, Reading Assignments
