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Implementing peer coaching fluency to improve early literacy skills
Support for this research was provided in part by Grant No. H238X00001 from the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the
Department of Education, and no official endorsement should be inferred.
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Keywords: reading instructors
Document Type: Research Article
Publication date: June 15, 2020
Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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