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The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes
- Source :
-
Reading & Writing Quarterly . 2010 26(1):4-25. - Publication Year :
- 2010
-
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. (Contains 6 tables and 3 figures.)
Details
- Language :
- English
- ISSN :
- 1057-3569
- Volume :
- 26
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Reading & Writing Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- EJ880666
- Document Type :
- Journal Articles<br />Reports - Evaluative
- Full Text :
- https://doi.org/10.1080/10573560903396876