A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers-Reference-Cited by-同舟云学术

A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers

Published:2018-11-06 Issue: Volume:41 Page:S197-S225
ISSN:0141-0423
Container-title:Journal of Research in Reading
language:en
Short-container-title:Journal of Research in Reading

Author:

Stentiford Lauren¹,Koutsouris George¹^ORCID,Norwich Brahm¹

Affiliation:

1. Graduate School of Education; University of Exeter; Exeter UK

Funder

Nuffield Foundation

Publisher

Wiley

Subject

Psychology (miscellaneous),Developmental and Educational Psychology,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/1467-9817.12264/fullpdf

Reference79 articles.

1. To wait in tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading;Al Otaiba;Exceptional Children,2014

2. Investigating the efficacy of a web-based early reading and professional development intervention for young English learners;Amendum;Reading Research Quarterly,2017

3. Using regression discontinuity to test the impact of a tier 2 reading intervention in first grade;Baker;Journal of Research on Educational Effectiveness,2015

4. Comparison of three approaches to supplementary reading instruction for low-achieving second-grade readers;Berninger;Language, Speech, and Hearing Services in Schools,2003

5. Lexical quality matters: Effects of word knowledge instruction on the language and literacy skills of third- and fourth-grade poor readers;Brinchmann;Reading Research Quarterly,2016

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