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ERIC Number: EJ862143
Record Type: Journal
Publication Date: 2009-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0034-0561
Reading Intervention Models: Challenges of Classroom Support and Separated Instruction
Woodward, Melissa M.; Talbert-Johnson, Carolyn
Reading Teacher, v63 n3 p190-200 Nov 2009
Classroom teachers and reading specialists have attempted to determine the most effective ways of working with struggling readers. Early intervention and quality instruction are the keys to assisting these struggling readers; however, determining how and where intervention-based instruction should occur is still a concern. Struggling readers need extra time and specialized attention to achieve; however, educators and administrators continue to discuss whether this intervention should occur through separated instruction with small-group instruction, or whether students should be supported by specialists alongside classroom teachers in a whole-group setting. (Contains 5 tables and 1 figure.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001