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This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions...
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n =5) taught the same instructional content to both treatment and comparison classes, but...
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