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

Title: The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.
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Name(s): Wanzek, Jeanne, author
Roberts, Greg, author
Al Otaiba, Stephanie, author
Kent, Shawn C, author
Type of Resource: text
Genre: Text
Date Issued: 2014-08-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_pmch_25360059 (IID), 10.1177/0731948713518334 (DOI), PMC4209904 (PMCID), 25360059 (RID), 25360059 (EID)
Keywords: Reading difficulties, Reading instruction, Response to intervention
Grant Number: P50 HD052120, R03 HD060758
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4209904.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25360059
Owner Institution: FSU
Is Part Of: Learning disability quarterly : journal of the Division for Children with Learning Disabilities.
0731-9487
Issue: iss. 3, vol. 37

Choose the citation style.
Wanzek, J., Roberts, G., Al Otaiba, S., & Kent, S. C. (2014). The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties. Learning Disability Quarterly : Journal Of The Division For Children With Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25360059