| Autor: |
Short, Ruth, Frye, Barbara, King, James, Homan, Susan |
| Zdroj: |
Reading Research and Instruction; 1999, Vol. 38 Issue: 4 p387-400, 14p |
| Abstrakt: |
The Accelerated Literacy Learning (A.L.L.) program, an early intervention program for at-risk learners, has been effective for a majority of the children involved. Not all children, however, have benefited from this one-on-one program. Case study research was conducted to illuminate various rates of progress between students who began the school year with similar academic profiles but returned to different classroom environments after their daily lessons. Findings suggest that the relationship between an early intervention program and program support provided by classroom teachers is a complex issue. A supportive classroom teacher can enhance a student's literacy learning, while a non-supportive classroom teacher can impede the success a student experiences. |
| Databáze: |
Supplemental Index |
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