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Robinson, V. (1989). Some limitations of systematic adaptation: The implementation of Reading Recovery. New Zealand Journal of Educational Studies, 24. 35-45

Shanahan, T., & Barr, R. (1995). Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, (1), 958-996.Snow et al., 1998, pp. 255-258)

Snow, C., Burns, M.S., and & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young Children. Washington, DC: National Academy Press.

Swanson, H.L. (2000). What instruction works for students with learning disabilities? Summarizing the results from a meta-analysis of intervention studies. In R. Gersten, E. Schiller, & S. Vaughn (Eds.) Contemporary special research: Synthesis of the knowledge base on critical instructional issues (pp. 1-30). Mahwah, NJ: Erlbaum.

Taylor, B.M., Short, R.A., Frye, B. J., & Shearer, B.A. (1992). Classroom teachers prevent reading failure among low-achieving first-grade students. The Reading Teacher, 45, 592-597.

Torgesen, J., Wagner, R., Rashotte, C., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593).

Walker, W.C. (1999). Evaluation of the Reading Recovery Program in Lincoln Public Schools: Summary report. ESU 18 Evluation Team. Report Number 99-17. Lincoln, NE 68510

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