Peer reviewed
Download full textERIC Number: EJ1372849
Record Type: Journal
Publication Date: 2022
Pages: 6
Abstractor: As Provided
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The Fountas and Pinnell Levelled Literacy Intervention as a Whole-Classroom Approach
St Denis, Brad
BU Journal of Graduate Studies in Education, v14 n4 p35-40 2022
In this article, the author explores the Fountas & Pinnell Levelled Literacy Intervention efficacy as a tool to enhance both supplemental and whole-classroom instruction to support literacy gains for students. Exploring the efficacy of Levelled Literacy Intervention will also act as a vehicle to explore how school divisions can more proficiently support teachers in implementing resources and policies in schools.
Descriptors: Literacy Education, Intervention, Supplementary Education, Reading Instruction, Reading Difficulties, Small Group Instruction, Educational Benefits, Program Implementation, Reading Achievement, Junior High School Students
Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education
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Language: English
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