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Ensuring Adolescents with Word Reading Difficulties Benefit from Intensive Intervention

May 03, 2021

Do you have a truly intensive intervention of sufficient time and duration? Are the adolescents in your intensive reading intervention programs not making significant gains in their reading abilities? Drs. Carrie Thomas Beck and Monica Ng with Pivot Learning* and Linda Diamond — author of the Teaching Reading Sourcebook — share what’s needed to ensure students with low reading skills benefit and eventually exit from intensive intervention programs.

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Photo by Allison Shelley for EDUimages

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*Pivot Learning refers to both Pivot Learning and our subsidiary, the Consortium on Reaching Excellence in Education (CORE).

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