Download full textERIC Number: ED612845
Record Type: Non-Journal
Publication Date: 2018
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Providing Reading Interventions to Struggling Readers in Grades 1-3: What Does High-Quality Intervention Research Tell Us? A Policy Brief
Newman-Gonchar, Rebecca; Haymond, Kelly; Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi
Instructional Research Group
The purpose of this brief is to present an overall picture of how well early reading interventions are working for students in Grades 1-3. Using a meta-analytic approach, this paper combines findings from several studies to determine the effectiveness of early reading interventions for students who are struggling with learning to read.
Descriptors: Reading Difficulties, Reading Instruction, Beginning Reading, Evidence Based Practice, Instructional Effectiveness, Response to Intervention, Educational Research, Elementary School Students, Grade 1, Grade 2, Grade 3
Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Instructional Research Group (IRG)
Grant or Contract Numbers: N/A
