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T/F-research-based instruction beginning in kindergarten significantly reduces the number of children who experience reading difficulty | True |
If children receive instruction in phonological and alphabetic skills and learn to apply that knowledge to decoding words, they are very likely to succeed at reading. | |
Once children fall behind, they seldom catch up | |
HUGE CONCEPT-Reading level in 1st grade, moreover, is an astonishingly good predictor of reading achievement
into high school. Reading failure begins early, takes root quickly, and affects students for life. | |
What is the cause of older, struggling, sometimes non-readers? | Most reading scientists agree that a core linguistic
deficit underlies poor reading at all ages (Catts et al., 1999; Shaywitz et al., 1999). |
What skills do poor readers lack in? | weaknesses in phonological processing and word recognition speed and accuracy |
What are some characteristics of slower, older readers? | older students have not practiced reading and avoids reading because reading is taxing, slow, and frustrating |
T/F: Older readers don't like to read because they can't find anything they like to read. | False, they don't read because they have little reading experience; and, because they have not read much, they are not familiar with the vocabulary, sentence structure, text organization and concepts of academic “book” language |
T/F: Effective instruction stimulates language awareness | True |
What are the 4 main examples of effective instruction? | 1. Phonological awareness and decoding
2. Reading fluency and word recognition
3. Vocabulary and phrase meanings
4. Written response to reading |