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The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties.
- Source :
-
Learning Disability Quarterly . Aug2014, Vol. 37 Issue 3, p148-160. 13p. - Publication Year :
- 2014
-
Abstract
- For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student’s Tier I reading instruction as one element for preventing reading difficulties and identifying students with a learning disability. The purpose of this study was to examine the amount of time kindergarten students at risk of reading difficulties actively engaged in reading print during Tier I reading instruction, and the extent to which time in reading print was related to end-of-year reading achievement. Findings revealed the amount of time students were engaged in reading print predicted end-of-year reading achievement, although time engaged in reading print during Tier I was limited overall. Student- and teacher-level factors and their relationship to the amount of time students engage in reading print is also examined. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 07319487
- Volume :
- 37
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Learning Disability Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- 97028543
- Full Text :
- https://doi.org/10.1177/0731948713518334