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A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties

Description:
A meta-analysis of child cognitive and reading outcomes associated with teacher-delivered read aloud instruction for children considered at risk for reading difficulty in preschool through third grade, and an identification of features of instruction associated with improved outcomes, based on a secondary analysis of 18 studies published from 1984 through 2008
Resource Type:
Reports & Papers
Author(s):
Swanson Elizabeth; Vaughn Sharon; Wanzek Jeanne; Petscher Yaacov; Heckert Jennifer; Cavanaugh Christie; Kraft Guliz; Tackett Kathryn
Funder(s):
Meadows Foundation (Tex.)
Country:
United States

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