Comparison of Two Supplementary Reading Interventions : Outcomes of Students At-Risk for Reading Failure at an Elementary School Using Direct Instruction, DIBELS, and SARF.

dc.contributor.advisor	Holt, Daniel D.
dc.contributor.author	Dickey, Brad
dc.date.accessioned	2009-07-27T14:25:43Z
dc.date.available	2009-07-27T14:25:43Z
dc.date.issued	2009-07-27T14:25:43Z
dc.description	Color poster with text and graphs (Spring 2009)	en
dc.description.abstract	Failure to develop basic reading ability during the first few years of school has been shown to be related to a number of academic, economic, and socio-emotional problems. Those children in elementary school who encounter reading difficulties, are at high risk for future reading failure. This study examined and explored the reading achievement outcomes between students receiving a supplementary Direct Instruction (DI) reading intervention and a students' receiving additional individualized reading instruction (IRI) reading at an elementary school.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs.	en
dc.identifier.uri	http://digital.library.wisc.edu/1793/35642
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Reading disability--Social aspects	en
dc.subject	Reading--Remedial teaching--Evaluation	en
dc.subject	Reading (Elementary)--Evaluation	en
dc.subject	Posters	en
dc.title	Comparison of Two Supplementary Reading Interventions : Outcomes of Students At-Risk for Reading Failure at an Elementary School Using Direct Instruction, DIBELS, and SARF.	en
dc.type	Presentation	en

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