Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-Risk for Reading Difficulties?

Autor/inn/en	Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie
Titel	Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-Risk for Reading Difficulties?
Quelle	In: Learning Disabilities Research & Practice, 27 (2012) 2, S.56-65 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2012.00351.x
Schlagwörter	Reading Difficulties; At Risk Students; Kindergarten; Time on Task; Oral Reading; Reading Instruction; Observation + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Zeitaufwand; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseunterricht; Beobachtung
Abstract	The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at-risk for reading difficulties or disabilities are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10