Éric Dion|Monique Brodeur|Catherine Gosselin|Marie-Ève Campeau|Douglas Fuchs
Implementing Research-Based Instruction to Prevent Reading Problems Among Low-Income Students: Is Earlier Better?
Université du Québec à Montréal|Université du Québec à Montréal|Université du Québec à Montréal|Université du Québec à Montréal|Vanderbilt University
currently considered imperative introduce reading instruction early possible proposition tested assigning groups kindergarteners n 256 two conditions differing emphasis prevention first teacherimplemented researchbased interventions implemented kindergarten first grade second firstgrade intervention implemented analyses conducted separately students risk low risk high risk reading problems short term kindergarten intervention highly effective lowrisk highrisk students latter group early gains translated better reading skills end first grade notatrisk students benefit early introduction reading instruction