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ERIC Number: EJ1206877
Record Type: Journal
Publication Date: 2018
Pages: 35
Abstractor: As Provided
ISSN: ISSN-0270-2711
Tracking Children's Print-Processing Skill across Grades 1-3: Implications for Reading Assessment and Instruction
Morris, Darrell; Trathen, Woodrow; Perney, Jan; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth
Reading Psychology, v39 n8 p820-854 2018
Grounded in the simple view of reading, this study tracked the development of print-processing skill in high-, average-, and low-achieving readers at six time points across grades 1-3. Results showed large between-group differences in sight vocabulary, oral reading accuracy, and oral reading rate that remained stable from beginning of first grade to end of third grade. While the average group consistently met pre-set instructional-level criteria for oral reading accuracy and rate, the low group did not. Implications for assessment and instruction are provided.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina