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Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students
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Gunn, Barbara; Smolkowski, Keith; Biglan, Anthony; Black, Carol; Blair, Jason – Journal of Special Education, 2005
This article reports the effects of a 2-year supplemental reading program for students in kindergarten through third grade that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control…
Descriptors: High Risk Students, Grade 3, Reading Difficulties, Reading Instruction
The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School.
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Gunn, Barbara; Biglan, Anthony; Smolkowski, Keith; Ary, Dennis – Journal of Special Education, 2000
A study evaluated the effects of supplemental reading instruction for 256 students in kindergarten through Grade 3 (158 Hispanic). Children who received the supplemental reading instruction performed significantly better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension after 15 to 16…
Descriptors: Decoding (Reading), Early Identification, Early Intervention, Elementary Education