Modeling the Response of Normally Achieving and At-Risk First Grade Children to Word Reading Instruction.

Compton, Donald L.

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Peer reviewed

ERIC Number: EJ627935

Record Type: CIJE

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0736-9387

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Modeling the Response of Normally Achieving and At-Risk First Grade Children to Word Reading Instruction.

Compton, Donald L.

Annals of Dyslexia, v50 p53-84 2000

A study investigated predictors of individual differences in responsiveness to word reading instruction in 55 typical first-graders and 41 identified as at-risk. A combination of rapid naming speed, letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. Growth modeling increased reading skills. (Contains references.) (Author/CR)

Descriptors: Beginning Reading, Elementary Education, Grade 1, High Risk Students, Modeling (Psychology), Phoneme Grapheme Correspondence, Predictor Variables, Reading Ability, Reading Instruction, Reading Strategies

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A