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Direct linkWhittaker, Susan – ProQuest LLC, 2013
The purpose of this quantitative study was to determine whether kindergarten-reading achievement could be increased by implementing Response to Intervention (RtI) strategies. Kindergarten children (N = 290) who were identified as at-risk for reading difficulties were assigned to receive intervention through a) small reading groups (SRG), b)…
Descriptors: Statistical Analysis, Kindergarten, Reading Achievement, Response to Intervention
