Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1

The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no intervention. In the Exp group, teachers adapted a specific instructional time for reading (SITR) in...