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Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction

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Description:
A study of the effects of supplemental code-oriented tutoring on the literacy scores of below-average students, and an examination of variations in the effects by language minority status, classroom instruction time, and pretest measures of vocabulary, based on data from randomly assigned samples of 81 kindergarteners receiving only classroom instruction and 67 students receiving supplemental tutoring at 10 urban public schools
Resource Type:
Reports & Papers
Country:
United States

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