Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach-Reference-Cited by-同舟云学术

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Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach

Published:2023-07-03 Issue:2 Volume:28 Page:119-138
ISSN:1940-4158
Container-title:Australian Journal of Learning Difficulties
language:en
Short-container-title:Australian Journal of Learning Difficulties

Author:

Ecalle Jean¹^ORCID,Dujardin Emilie¹²³^ORCID,Gomes Christophe³,Cros Laurent³,Magnan Annie¹

Affiliation:

1. Lab EMC - Etude des Mécanismes Cognitifs, Université Lyon2, MSH LSE (USR CNRS 2005), Université Lyon, Lyon, France

2. Lab CeRCA, Centre de Recherches sur la Cognition et l’Apprentissage, Université Poitiers, Poitiers, France

3. Association Agir pour l’Ecole, Paris, France

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Social Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/19404158.2023.2271914

Reference54 articles.

1. What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia

2. Implementation of Response to Intervention

3. Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study

4. Burns, M. K., & Gibbons, K. (2012). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices (2nd ed.). Routledge/Taylor & Francis Group.

5. Problem Analysis at Tier 2: Using Data to Find the Category of the Problem

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