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Abstract
A population of students attending a rural elementary school (grades one to five) in the state of Washington participated in literacy workshops for ten weeks. The literacy workshops took place during school time from 1:25 to 2:25, Monday through Thursday. There were a total of 21 groups (based on ability and age) ranging in size from 11 to 27 members. Comparing informal reading inventory scores using t-tests, significant effects were found for both boys and girls, as well as for all ethnic groups. Scores measuring attitude were not found to be significant.