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ERIC Number: EJ930743
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0042-8639
Reading Instruction and Text Difficulty
Donne, Vicki
Volta Review, v111 n1 p5-23 Spr 2011
An observational study investigated the influence of text difficulty (independent, instructional, or frustration level) on the reading experiences of students in grades 1-3 in two schools for the deaf. Participants included 12 students who are deaf or hard of hearing and 5 educators. The most significant findings were twofold. First, students spent a limited amount of time actually reading (6.4 minutes/day). Secondly, 50% of the sample was observed working with curriculum beyond their frustration level (or poor word identification and comprehension). Data indicate that text difficulty influences both the nature of reading activities and engagement in reading. Additionally, the number of reading in-services teachers attend positively impact reading activities and student engagement in reading silently. (Contains 4 tables.)
Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: http://www.agbell.org
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A