The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes-Reference-Cited by-同舟云学术

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The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes

Published:2009-12-28 Issue:1 Volume:26 Page:4-25
ISSN:1057-3569
Container-title:Reading & Writing Quarterly
language:en
Short-container-title:Reading & Writing Quarterly

Author:

Abbott Mary¹,Wills Howard¹,Greenwood Charles R.¹,Kamps Debra¹,Heitzman-Powell Linda¹,Selig James¹

Affiliation:

1. a University of Kansas , Kansas City, Kansas, USA

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10573560903396876

Reference31 articles.

1. Phonemic Awareness in Kindergarten and First Grade

2. Grade Retention: Is It a Help or Hindrance to Student Academic Success?

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1. Evolução da velocidade de leitura no Ensino Fundamental I e II;CoDAS;2021

2. Essential Features of Tier 2 and 3 School-Wide Positive Behavioral Supports;Handbook of Response to Intervention;2015-09-22

3. Renovating Literacy Centers for Middle Grades: Differentiating, Reteaching, and Motivating;The Clearing House: A Journal of Educational Strategies, Issues and Ideas;2014-06-05

4. Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students;Contemporary School Psychology;2014-01-15

5. Response to intervention: Accountability in action;Australian Journal of Learning Difficulties;2012-11

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