A STUDY OF HOW ONE ONTARIO SCHOOL BOARD USED PEER ASSISTED LEARNING STRATEGIES AND DATA-INFORMED DECISION-MAKING TO ADDRESS READING FAILURE AT GRADE ONE
In this mixed-methods study I report on a three-part investigation related to reading intervention at Grade 1 in one Ontario school board during the 2009-2010 school year. First, I report the results that Peer Assisted Learning Strategies (PALS) had on the reading outcomes for all Grade 1 students...
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| Language: | en en |
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2011
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| Online Access: | http://hdl.handle.net/1974/6715 |