Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity.

@article{Simmons2007AttributesOE,
  title={Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity.},
  author={Deborah C. Simmons and Edward J. Kame'enui and Beth A. Harn and Michael D. Coyne and Mike Stoolmiller and Lana Edwards Santoro and Sylvia B. Smith and Carrie Thomas Beck and Noah K. Kaufman},
  journal={Journal of learning disabilities},
  year={2007},
  volume={40 4},
  pages={331-47}
}
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of… CONTINUE READING

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