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The Effects of Using a Small Group R...
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ProQuest Information and Learning Co.
The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers./
作者:
Parrish, Anastasia.
面頁冊數:
1 online resource (191 pages)
附註:
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
標題:
Reading instruction. -
電子資源:
click for full text (PQDT)
ISBN:
9781369815610
The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers.
Parrish, Anastasia.
The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers.
- 1 online resource (191 pages)
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Thesis (Ed.D.)--Tennessee State University, 2017.
Includes bibliographical references
The problem that this study addresses is whether an intervention, grounded in Reading Recovery strategies, is as effective when used with struggling readers in small groups as it is in one-to-one instruction. The purpose of this causal-comparative study is to investigate the differences in student performance between students who receive small group tutoring and students who receive one-to-one tutoring. More specifically, this research will investigate if there is a difference in reading performance of struggling readers in kindergarten through second grade who are tutored one-to-one or in small groups of two, three, or four in an inner-city public school.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9781369815610Subjects--Topical Terms:
1148440
Reading instruction.
Index Terms--Genre/Form:
554714
Electronic books.
The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers.
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Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
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The problem that this study addresses is whether an intervention, grounded in Reading Recovery strategies, is as effective when used with struggling readers in small groups as it is in one-to-one instruction. The purpose of this causal-comparative study is to investigate the differences in student performance between students who receive small group tutoring and students who receive one-to-one tutoring. More specifically, this research will investigate if there is a difference in reading performance of struggling readers in kindergarten through second grade who are tutored one-to-one or in small groups of two, three, or four in an inner-city public school.
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click for full text (PQDT)
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