Editorial Note: Improving Intervention Effectiveness and Efficiency

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Description: The study by Nist and Joseph (2008) in this issue systematically compares three strategies to promote reading competence among first-grade students: an incremental rehearsal or "folding-in" technique (Shapiro, 2004), an interspersal procedure with a more challenging ratio of known to unknown words (Bums, 2004), and a traditional drill and practice method. Given racial disparities in discipline referrals (Black students are referred at a much higher rate than White students) and the association between discipline problems and poor outcomes later in life, the development of trusting student-teacher relationships may be an effective strategy for preventing social injustice related to race and promoting successful outcomes for minority students.
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