Document Type

Research Report

Original Publication Date


Date of Submission

June 2016


Certainly researchers and teachers are in agreement regarding the components that are needed to read successfully and have a good idea of the skills that proficient readers consistently use. When children or older students are not able to read well or fluently or to comprehend their reading, the specific intervention strategies – and their duration and intensity – to bring those readers up to skill level remains an area of serious debate. This report will attempt to provide some background regarding that controversy and to look at selected recent research and its implications.

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VCU MERC Publications

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