Maximizing Access to Reading Intervention [PDF] by Katharine Pace Miles et al.

Screenshot for journal article

This study compared the performance of two cohorts  of randomly assigned first-graders who received 50 sessions of Reading Rescue in a one-to-one or a small group setting compared with a control group. Discussion focuses on the importance of collaboration between academics and practitioners in expanding the reach of evidence-based programmes.

Click the image above to read or download the article.

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