NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ880666
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1057-3569
The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes
Abbott, Mary; Wills, Howard; Greenwood, Charles R.; Kamps, Debra; Heitzman-Powell, Linda; Selig, James
Reading & Writing Quarterly, v26 n1 p4-25 2010
This study matched 15 kindergarten and 1st-grade retained students in 7 schools with their promoted peers on grade-level literacy performance. Researchers collected literacy assessments, demographic information, and instruction dosage data. Retained kindergarten students received less intervention and did not benefit academically from retention. Promoted 1st-grade students who received additional small-group interventions showed a nearly significant interaction effect. Results suggest that approximately 2.5 hr per school day of general education and small-group intervention literacy instruction is needed to bring students within average range. The article discusses instructional and policy implications. (Contains 6 tables and 3 figures.)
Routledge. 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: Early Childhood Education; Elementary Education; Grade 1; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test