Abstract
Early literacy interventions have been critiqued for their propensity to remove “reading problems” from classroom teachers’ responsibility. In the current study, classroom teachers were trained so that they could provide specialized early intervention lessons to at‐risk students in their own classes. The results of the project compare favorably with a “pull‐out” model of early literacy intervention. In contrast to pull‐out approaches, this “push‐in” model of early literacy intervention may have pervasive effects on classroom teachers’ entire teaching repertoires.
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