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Preventing Reading Difficulties in Young Children (1998) / Chapter Skim
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Part III: Prevention and Intervention
Pages 135-136

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From page 135...
... Converging evidence from experimental investigations, qualitative studies, correlational studies, and various quasi-experimental designs, presented here and in other parts of the report, led us to focus on particular practices and programs. In addition, a number of challenges are inherent in examining prevention efforts: · The heterogeneity of children and the vagueness and inconsistency of the definitions used to characterize the reading problems of children; · the complexities of providing rich descriptions of the interventions (within the space constraints of journal articles)
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From page 136...
... In Chapter 7, we address interventions targeted to changes in classrooms and entire schools -- for example, reduction in class size or school restructuring -- and other initiatives such as the hiring of bilingual teachers in order to be responsive to children whose home language is not English. There are some children for whom good instructional practices and preschool experiences are not enough; children who require extra instructional time because of persistent reading difficulties are discussed in Chapter 8.
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Key Terms

  • organizational change
  • reading difficulties
  • prevention efforts
  • require extra
  • instructional practices

  • effective reading
  • comparisons risky
  • instructional time
  • journal articles
  • extra instructional

  • children arrive
  • constrained nature
  • space constraints
  • multifaceted multicomponent
  • rendering comparisons

  • measures selected
  • multicomponent interventions
  • prevention strategy
  • persistent reading
  • major prevention

  • rich descriptions
  • excellent reading
  • developmental attainments
  • examining prevention
  • providing rich

  • preschool experiences
  • major literacy
  • home language
  • address interventions
  • correlational studies


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