Instruction is fast paced.

In the past, it often seemed that educators felt that students who were falling behind in learning to read needed to be taught at a slower pace. Allington (1994) refers to this as a "slow it down; make it concrete approach." Of course, this meant that such students were doomed to always being "behind." In contrast, there is a sense of urgency in these early intervention programs.


Reading/Language Arts Center | Professional Development
Education Place | Site Index

Copyright © 1997 Houghton Mifflin Company. All Rights Reserved.
Terms and Conditions of Use.