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The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties

机译:一级教学中的平面阅读与幼儿园学生阅读困难风险的关系

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摘要

For many students at risk for 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 for 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.
机译:对于许多有阅读困难风险的学生而言,有效的早期阅读指导可以改善阅读效果,并使他们处于积极的阅读轨迹。因此,对干预的反应模式将重点放在学生的第一级阅读指导上,以此作为防止阅读困难和识别有学习障碍的学生的要素。这项研究的目的是研究在第一级阅读教学中积极参与阅读印刷品的有阅读困难风险的幼儿园学生的时间量,以及阅读印刷品的时间与年末阅读成绩相关的程度。调查结果显示,学生在阅读印刷品时预计会达到年终阅读成绩的时间,尽管总体上在第一阶段中阅读印刷品的时间有限。还检查了学生和教师水平的因素及其与学生从事阅读文章的时间的关系。

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