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Sustaining Research-Based Practices in Reading A 3-Year Follow-up.
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- Author(s): Klingner, Janette K.; Vaughn, Sharon; Hughes, Marie Tejero; Arguelles, Maria Elena
- Source:
Remedial & Special Education. Sep/Oct99, Vol. 20 Issue 5, p263. 12p. 4 Charts. - Source:
- Additional Information
- Subject Terms:
- Abstract: ABSTRACTThis study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multi-leveled practices--partner reading, collaborative strategic reading, and making words--that promote gains in reading for students from a wide range of achievement levels, Teachers were observed and interviewed 3 years later to determine the extent to which they continued to implement the practices, the ways in which they modified them, and factors that influenced their sustained use of the practices. With the exception of one teacher, all the teachers sustained one or more of the three practices at a high rate. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Remedial & Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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