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Direct linkScholin, Sarah E.; Haegele, Katherine M.; Burns, Matthew K. – School Psychology Forum, 2013
Most reading interventions within a response-to-intervention model focus on remediating code-based deficits. This article describes a small-group comprehension intervention that was implemented with three fourth- and fifth-grade students who demonstrated difficulties with reading comprehension but acceptable reading fluency. The intervention…
Descriptors: Small Group Instruction, Reading Instruction, Reading Comprehension, Elementary School Students
Silberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E. – Psychology in the Schools, 2006
The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…
Descriptors: Federal Legislation, Grade 8, Grade 5, Grade 7
