Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children

Learning and Individual Differences

Volumn 18, Issue 3, 2008, Pages 346-359

  Scanlon, Donna M ^a   Gelzheiser, Lynn M ^a   Vellutino, Frank R ^a   Schatschneider, Christopher ^b   Sweeney, Joan M ^c  

^a STATE UNIVERSITY OF NEW YORK   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c North Colonie Central Schools ^*  (United States)

Author keywords

Intervention; Professional Development; Reading; RTI

Indexed keywords

EID: 51749101917     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2008.05.002     Document Type: Article

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