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Direct linkRodgers, Emily; D'Agostino, Jerome V.; Harmey, Sinéad J.; Kelly, Robert H.; Brownfield, Katherine – Reading Research Quarterly, 2016
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one-to-one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and…
Descriptors: Scaffolding (Teaching Technique), Emergent Literacy, Intervention, Literacy
