Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders?

Journal of Learning Disabilities

Volumn 41, Issue 2, 2008, Pages 115-125

  Harn, Beth A ^a   Linan Thompson, Sylvia ^b   Roberts, Gregory ^b  

^a UNIVERSITY OF OREGON   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

At risk readers; Instructional time; Intensifying instruction; Reading instruction

Indexed keywords

ARTICLE; CHILD; CURRICULUM; DYSLEXIA; FEMALE; HUMAN; LINGUISTICS; MALE; METHODOLOGY; TEACHING; TIME;

CHILD; CURRICULUM; DYSLEXIA; FEMALE; HUMANS; MALE; TEACHING; TIME FACTORS; VOCABULARY;

EID: 42249083586     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219407313586     Document Type: Article

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