1. The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes.
- Author
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Abbott, Mary, Wills, Howard, Greenwood, Charles R., Kamps, Debra, Heitzman-Powell, Linda, and Selig, James
- Subjects
FIRST grade (Education) ,KINDERGARTEN ,EARLY childhood education ,ELEMENTARY schools ,GRADE repetition ,LITERACY ,STUDENTS ,INTERACTION (Philosophy) ,EDUCATION - Abstract
This study matched 15 kindergarten and 1st-grade retained students in 7 schools with their promoted peers on grade-level literacy performance. Researchers collected literacy assessments, demographic information, and instruction dosage data. Retained kindergarten students received less intervention and did not benefit academically from retention. Promoted 1st-grade students who received additional small-group interventions showed a nearly significant interaction effect. Results suggest that approximately 2.5 hr per school day of general education and small-group intervention literacy instruction is needed to bring students within average range. The article discusses instructional and policy implications. [ABSTRACT FROM AUTHOR]
- Published
- 2010
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