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No AccessPerspectives on Language Learning and EducationArticle1 Mar 2008

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

    https://doi.org/10.1044/lle15.1.22

    Abstract

    This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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