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Gastright, Joseph F. – 1983
This study tested the hypthesis that the reading gains of compensatory education pupils in grades one and four exposed to intensive test wiseness instruction would not differ significantly from the reading gains in a randomly assigned control group. Schools offering ESEA Title I classes (N=48) were randomly assigned to the treatment and control…
Descriptors: Compensatory Education, Educationally Disadvantaged, Elementary Education, Intentional Learning
