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Download full textAllington, Richard L. – 1982
Teacher logs for 600 reading group sessions from grades 1, 3, and 5 were analyzed to identify whether the amount and mode of assigned contextual reading differed systematically between "good" and "poor" reading groups. Analyses indicated that groups comprised of good readers read more total words and more words silently than…
Descriptors: Academic Aptitude, Elementary Education, Grouping (Instructional Purposes), Reading Ability
