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Intensifying Instruction: Does Additional Instructional Time Make a Difference for the Most At-Risk First Graders?
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Harn, Beth A.; Linan-Thompson, Sylvia; Roberts, Gregory – Journal of Learning Disabilities, 2008
Research is clear on the benefit of early intervention efforts and the importance of intensive instructional supports; however, understanding which features to intensify is less clear. General intervention features of group size, instructional delivery, and time are areas schools can consider manipulating to intensify instruction. Also, each of…
Descriptors: Early Intervention, Early Reading, Academic Achievement, Educationally Disadvantaged