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Direct linkVadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A. – Journal of Learning Disabilities, 2005
In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading…
Descriptors: Program Effectiveness, Grade 1, Scoring, Investigations
