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ERIC Number: EJ1038926
Record Type: Journal
Publication Date: 2014-Jan
Pages: 24
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: ISSN-0922-4777
Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties
Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie
Reading and Writing: An Interdisciplinary Journal, v27 n1 p55-78 Jan 2014
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students' social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A