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ERIC Number: EJ784213
Record Type: Journal
Publication Date: 2007-Dec
Pages: 20
Abstractor: Author
Reference Count: 84
ISSN: ISSN-1082-4669
Reading Instruction for Struggling Learners
Houtveen, Thoni; van de Grift, Wim
Journal of Education for Students Placed at Risk, v12 n4 p405-424 Dec 2007
A survey conducted among approximately 1,400 students at 63 primary schools showed that learning gains for initial reading varied significantly for students in the last 6 months of Year 3. Learning gains turned out to be much higher in classes where students had received explicit or direct instruction, where instruction had been organized efficiently, and where appropriate remedial measures for poorly performing students had been arranged in a timely manner. Learning gains turned out to be lower in classes where teachers worked with homogeneous level groups or with individual learning plans for students. (Contains 3 tables.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A