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Exploring Small-Group Reading Instruction for Students at Risk for Reading Difficulties in Kindergarten Classrooms
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Katlynn 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
Exploring Small-Group Reading Instruction for Students at Risk for Reading Difficulties in Kindergarten Classrooms
Peer reviewed Peer reviewed
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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
The Efficacy of Teaching Advanced Forms of Patterning to Kindergartners
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McKnight, Patrick E.; Kidd, Julie K.; Gallington, Debbie A.; Strauss, Lauren I.; Lyu, Hao; Gadzichowski, K. Marinka; Pasnak, Robert – Grantee Submission, 2021
This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a…
Descriptors: Mathematics Instruction, Teaching Methods, Pattern Recognition, Literacy Education
Kindergarten Teacher Knowledge of Phonemic Awareness and Instruction: Developing Proficient Early Readers
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Harris, Dana – ProQuest LLC, 2016
Reading proficiently opens doors to college and career pathways. The success of children depends on this fundamental skill, yet students are failing to learn to read. This research investigated the relationship between teacher knowledge of phonemic awareness and the development of early literacy skills in kindergarten students. The study was…
Descriptors: Kindergarten, Reading Skills, Phonemic Awareness, Elementary School Students
Supplemental Flashcard Drill Methods for Efficiently Helping At-Risk Kindergartners Make Letter-Sound Correspondences: Does Presentation Arrangement of Words Matter?
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Griffin, Crystal; Joseph, Laurice M. – Reading Psychology, 2015
Variations of supplemental flashcard drill and practice instructional procedures (i.e., massed practice and interspersal presentation arrangements of words) were examined for six kindergartners who struggled making letter-sound correspondences. Findings revealed that the children demonstrated the highest learning rates when the presentation…
Descriptors: Instructional Materials, Visual Aids, Drills (Practice), Teaching Methods
Teaching Students with Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons
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Allor, Jill H.; Gifford, Diane B.; Al Otaiba, Stephanie; Miller, Saralyn J.; Cheatham, Jennifer P. – Remedial and Special Education, 2013
This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45-min sessions for 14 weeks (approximately 70…
Descriptors: Mental Retardation, Reading Skills, Reading Instruction, Individual Instruction