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Download full textMokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai – International Electronic Journal of Elementary Education, 2015
In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read…
Descriptors: Quasiexperimental Design, Reading Instruction, Elementary School Teachers, Grade 1
