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Direct linkJones, Jill Spargur – ProQuest LLC, 2018
This qualitative case study examined two first-grade teachers' scaffolding within daily small-group reading instruction for students identified as having the most difficulty with reading and how the scaffolds supported students' reading. This research occurred in two first-grade classrooms at Springville Elementary School, a school in a rural town…
Descriptors: Small Group Instruction, Reading Instruction, Reading Difficulties, Elementary School Teachers
