Abstract
Boyle demonstrates that interventions in three paired reading sessions a week is just as effective for struggling pupils as is five sessions: in both cases significant progress can be made. Intervention just once or twice a week has no impact at all.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the British Psychological Society |
| Publisher | British Psychological Society |
| Number of pages | 4 |
| Volume | 11 |
| Edition | 1 |
| ISBN (Print) | 1350-7472X |
| Publication status | Published - 2003 |
Keywords
- reading
- paired reading
- parent involvement
- school
- children
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