Sustaining Research-Based Practices in Reading: A 3-Year Follow-Up.

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Title: Sustaining Research-Based Practices in Reading: A 3-Year Follow-Up.

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Title:	Sustaining Research-Based Practices in Reading: A 3-Year Follow-Up.
Authors:	Klingner, Janette K.; Vaughn, Sharon; Hughes, Marie Tejero; Arguelles, Maria Elena
Descriptors:	Elementary Education; Followup Studies; Inservice Teacher Education; Instructional Effectiveness; Instructional Improvement; Maintenance; Reading Difficulties; Reading Instruction; Research and Development; Teaching Methods; Theory Practice Relationship
Source:	Remedial and Special Education, v20 n5 p263-74,87 Sep-Oct 1999
More Info: Help Peer Reviewed:	Yes
Publisher:	N/A
Publication Date:	1999-00-00
Pages:	N/A
Pub Types:	Journal Articles; Reports - Research
Abstract:	Three years after seven teachers had participated in an intensive year-long professional development experience in three multilevel reading practices (partner reading, collaborative strategic reading, and making words), all but one teacher sustained one or more of the practices at a high rate, as determined by classroom observation and interviews. (Author/DB)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0741-9325
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education