School Response to Reading Failure: Instruction for Chapter One and Special Education Students in Grades Two, Four, and Eight.

Allington, Richard L.; McGill-Franzen, Anne

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Peer reviewed

ERIC Number: EJ391032

Record Type: Journal

Publication Date: 1989

Pages: N/A

Abstractor: N/A

ISBN: N/A

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School Response to Reading Failure: Instruction for Chapter One and Special Education Students in Grades Two, Four, and Eight.

Allington, Richard L.; McGill-Franzen, Anne

Elementary School Journal, v89 n5 p529-42 May 1989

Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)

Descriptors: Educational Quality, Elementary Secondary Education, Learning Disabilities, Reading Difficulties, Reading Instruction, Special Education, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1; Education for All Handicapped Children Act

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Author Affiliations: N/A