After Early Intervention, Then What?
Establishing Instructional Congruence Across Learning Settings: One Path to Success for Struggling Third-Grade Readers
Rachel L. McCormack
Jeanne R. Paratore
Kristina Farrell Dahlene
The chapter describes the authors' work with students who often receive two instructional programs—one in the classroom and one with a special reading teacher. The authors share their experiences working with third-grade students in two classrooms: the first in a typical suburban setting in the United States, and the second in a typical urban setting. They provide a detailed account of what they did in each of these settings and of the children's learning outcomes. The chapter concludes with a description of the particular instructional elements the authors' believe were critical in explaining children's learning success.
McCormack, R.L., Paratore, J.R., & Dahlene, K. (2003).
Establishing Instructional Congruence Across Learning Settings: One Path to Success for Struggling Third-Grade Readers.
In R.L. McCormack, & J.R. Paratore (Eds.), After Early Intervention, Then What? (pp. 117-136). Newark, DE: International Reading Association.