| Improving Attention and Preventing Reading Difficulties among Low-Income First-Graders: A Randomized Study. | |
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MedLine Citation:
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PMID: 20568012 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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Students' inattention is predictive of reading problems and of non-response to effective reading intervention. In this randomized study, 58 first-grade classrooms located in 30 schools were assigned to a control condition or to one of two intervention conditions. In these last two conditions, peer-tutoring activities were conducted to improve classroom reading instruction. In one of the intervention conditions, the Good Behavior Game was also implemented to maximize students' attention during reading lessons. Both interventions were effective: peer-tutoring activities helped students improve their reading skills and attention was generally higher when the Good Behavior Game was implemented. Contrary to expectations however, students identified as inattentive at pretest did not become better readers when the two interventions were implemented. |
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Authors:
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Eric Dion; Catherine Roux; Danika Landry; Douglas Fuchs; Joseph Wehby; Véronique Dupéré |
Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Prevention science : the official journal of the Society for Prevention Research Volume: 12 ISSN: 1573-6695 ISO Abbreviation: Prev Sci Publication Date: 2011 Mar |
Date Detail:
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Created Date: 2011-02-18 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 100894724 Medline TA: Prev Sci Country: United States |
Other Details:
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Languages: eng Pagination: 70-9 Citation Subset: IM |
Affiliation:
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Département d'éducation et formation spécialisées, Université du Québec à Montréal, C.P. 8888, Succ. Centre-ville, Montreal, Quebec, H3C 3P8, Canada, dion.e@uqam.ca. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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