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The Effects of Using a Small Group R...

ProQuest Information and Learning Co.

The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers./
Author:	Parrish, Anastasia.
Description:	1 online resource (191 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Subject:	Reading instruction. -
Online resource:	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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035 $a AAI10253308
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100 1 $a Parrish, Anastasia. $3 1187394
245 1 4 $a The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers.
264 0 $c 2017
300 $a 1 online resource (191 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Nicole Arrighi.
502 $a Thesis (Ed.D.)--Tennessee State University, 2017.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
650 4 $a Elementary education. $3 1148439
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0524
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Tennessee State University. $b Teaching & Learning. $3 1187395
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253308 $z click for full text (PQDT)

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