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Direct linkBuckingham, Jennifer; Wheldall, Kevin; Beaman, Robyn – Australian Journal of Learning Difficulties, 2012
The response-to-intervention model is predicated upon increasingly intensive tiers of instruction. The aim of the present study was to examine the efficacy of a Tier-2 small-group literacy intervention ("MiniLit") designed for young readers who are still struggling after experiencing whole-class initial instruction. A total of 22 students in…
Descriptors: Foreign Countries, Response to Intervention, Small Group Instruction, Reading Difficulties
