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Direct linkKatlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Grantee Submission, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
Katlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Reading & Writing Quarterly, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
Colby Hall; Emily J. Solari; Latisha Hayes; Katlynn Dahl-Leonard; Jamie DeCoster; Karen F. Kehoe; Carlin L. Conner; Alyssa R. Henry; Alisha Demchak; Cassidi L. Richmond; Isabel Vargas – Reading and Writing: An Interdisciplinary Journal, 2024
In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language…
Descriptors: Reading Instruction, Reading Fluency, Factor Analysis, Elementary School Students
