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Direct linkSavage, Robert; Carless, Sue; Erten, Ozlem – Support for Learning, 2009
This study explored the responsiveness of children at risk of reading problems in Year 1 to a phonics intervention delivered by teaching assistants (TAs). Based on their non-word decoding skills in the immediate post-tests, 74 children were clustered together at the high end as "treatment responders" (n = 49) and at the low end as "treatment…
Descriptors: Reading Difficulties, Early Intervention, Decoding (Reading), Teaching Assistants
