Increasing the Academic Success of Disadvantaged Children: An Examination of Alternative Early Intervention Programs.

Ross, Steven M.; And Others

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Peer reviewed

ERIC Number: EJ520957

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-8312

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Increasing the Academic Success of Disadvantaged Children: An Examination of Alternative Early Intervention Programs.

Ross, Steven M.; And Others

American Educational Research Journal, v32 n4 p773-800 Win 1995

Processes and outcomes associated with Reading Recovery and Success for All reading instruction programs were studied for first graders in 3 schools (n=184). Reading Recovery strongly benefited tutored students, but Success for All was more beneficial for special education students and untutored students. (SLD)

Descriptors: Academic Achievement, Disadvantaged Youth, Educational Practices, Elementary School Students, Grade 1, Outcomes of Education, Primary Education, Reading Instruction, Special Education, Teaching Methods, Tutorial Programs, Tutoring

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/77710

Author Affiliations: N/A