Jeanne Wanzek|Sharon Vaughn
Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention
Florida State University|The University of Texas at Austin
two studies examined response varying amounts time reading intervention two cohorts firstgrade students demonstrating low levels reading previous intervention students assigned one three groups received single dose intervention b double dose intervention c intervention examination individual student response intervention indicated students treatment groups demonstrated accelerated learning time students comparison condition students responses singledose doubledose interventions similar time students conditions demonstrated particular difficulties gains reading fluency implications future research practice within response intervention models provided