Peer reviewed
Direct linkERIC Number: EJ1131555
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Readers Who Struggle: Why Many Struggle and a Modest Proposal for Improving Their Reading
Rasinski, Timothy V.
Reading Teacher, v70 n5 p519-524 Mar-Apr 2017
Research has indicated that a large percentage of primary-grade students who struggle in reading have not achieved full competency in the foundational reading competencies (word recognition and fluency). In this article, the author argues that more intensive instruction of the foundational competencies is needed and proposes a simple lesson approach that may help improve the reading outcomes of students who struggle.
Descriptors: Reading Difficulties, Reading Instruction, Reading Improvement, Reading Comprehension, Reading Achievement, Reading Skills, Reading Strategies, Grade 4, Elementary School Students, Reading Readiness
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
