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Peer reviewed
Direct linkMusti-Rao, Shobana; Cartledge, Gwendolyn – Topics in Early Childhood Special Education, 2007
This study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as at risk for reading failure. Seven kindergarten students and one first-grade student received 20 min of supplemental reading instruction 3 days a week for 16, 12, and 8 weeks.…
Descriptors: Reading Difficulties, Intervention, Early Reading, Phonemics
