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Peer reviewed
Direct linkVadasy, Patricia F.; Sanders, Elizabeth A. – Journal of Educational Psychology, 2008
This study examined effects of a repeated reading intervention, Quick Reads, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring, n = 82)…
Descriptors: Intervention, Reading Fluency, Pretests Posttests, Grade 3
