Perspectives on Language Learning and Education
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Perspectives on Language Learning and Education 15 22-33 March 2008.
doi:10.1044/lle15.1.22 Copyright 2008 by American Speech-Language-Hearing Association
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Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

Frank R. Vellutino, and Haiyan Zhang

The University at Albany
Albany, NY

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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Copyright 2008 by American Speech-Language-Hearing Association