{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T01:18:33Z","timestamp":1790644713780,"version":"4.1.0"},"reference-count":62,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2008,3,1]],"date-time":"2008-03-01T00:00:00Z","timestamp":1204329600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2008,3]]},"abstract":"<jats:p>\n                    This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based curriculum delivered in groups of one to six students during 30- to 40-min sessions a minimum of three times per week over a 2-year period. Outcome data were collected for early literacy skills, using the\n                    <jats:italic toggle=\"yes\">Dynamic Indicators of Basic Early Literacy Skills<\/jats:italic>\n                    and\n                    <jats:italic toggle=\"yes\">Woodcock Reading Mastery Test<\/jats:italic>\n                    , with comparisons across the different curricula. Results indicated that students in the more directed, explicit intervention groups generally out-performed students in the comparison group. Implications for future research and practice implementing schoolwide three-tier prevention models are discussed.\n                  <\/jats:p>","DOI":"10.1177\/0022219407313412","type":"journal-article","created":{"date-parts":[[2008,2,19]],"date-time":"2008-02-19T18:43:19Z","timestamp":1203446599000},"page":"101-114","source":"Crossref","is-referenced-by-count":47,"title":["Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten"],"prefix":"10.1177","volume":"41","author":[{"given":"Debra","family":"Kamps","sequence":"first","affiliation":[{"name":"Juniper Gardens Children's Project, University of Kansas"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mary","family":"Abbott","sequence":"additional","affiliation":[{"name":"Juniper Gardens Children's Project, University of Kansas"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Greenwood","sequence":"additional","affiliation":[{"name":"Juniper Gardens Children's Project, University of Kansas"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Howard","family":"Wills","sequence":"additional","affiliation":[{"name":"Juniper Gardens Children's Project, University of Kansas"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mary","family":"Veerkamp","sequence":"additional","affiliation":[{"name":"Juniper Gardens Children's Project, University of Kansas"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jorun","family":"Kaufman","sequence":"additional","affiliation":[{"name":"Juniper Gardens Children's Project, University of Kansas"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2008,4]]},"reference":[{"key":"e_1_2_1_1_1","volume-title":"Language arts multi-sensory curriculum (LAMP)","author":"Abbott, M.","year":"2005","unstructured":"Abbott, M. 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