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dc.contributor.advisorHolt, Daniel D.
dc.contributor.authorDickey, Brad
dc.date.accessioned2009-07-27T14:25:43Z
dc.date.available2009-07-27T14:25:43Z
dc.date.issued2009-07-27T14:25:43Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/35642
dc.descriptionColor poster with text and graphs (Spring 2009)en
dc.description.abstractFailure to develop basic reading ability during the first few years of school has been shown to be related to a number of academic, economic, and socio-emotional problems. Those children in elementary school who encounter reading difficulties, are at high risk for future reading failure. This study examined and explored the reading achievement outcomes between students receiving a supplementary Direct Instruction (DI) reading intervention and a students' receiving additional individualized reading instruction (IRI) reading at an elementary school.en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.en
dc.language.isoen_USen
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectReading disability--Social aspectsen
dc.subjectReading--Remedial teaching--Evaluationen
dc.subjectReading (Elementary)--Evaluationen
dc.subjectPostersen
dc.titleComparison of Two Supplementary Reading Interventions : Outcomes of Students At-Risk for Reading Failure at an Elementary School Using Direct Instruction, DIBELS, and SARF.en
dc.typePresentationen


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  • CERCA
    Posters of collaborative student/faculty research presented at CERCA

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