Comprehension and Coherence: Neglected Elements of Literacy Instruction in Remedial and Resource Room Services.

McGill-Franzen, Anne; Allington, Richard L.

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Peer reviewed

ERIC Number: EJ411824

Record Type: CIJE

Publication Date: 1990

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Comprehension and Coherence: Neglected Elements of Literacy Instruction in Remedial and Resource Room Services.

McGill-Franzen, Anne; Allington, Richard L.

Journal of Reading, Writing, and Learning Disabilities International, v6 n2 p149-82 Apr-Jun 1990

The study with 16 at-risk second grade readers found that specialized instruction (special education or Chapter I) did not appear more differentiated or more appropriate than the regular education services and were neither organized to contribute to success in the classroom reading curriculum nor differentiated enough to be considered intervention. (Author/DB)

Descriptors: At Risk Persons, Delivery Systems, Instructional Effectiveness, Mainstreaming, Mild Disabilities, Primary Education, Remedial Reading, Resource Room Programs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

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Language: English

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