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M4-Older Readers

Module 4-SPED 730

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
Created by: bethalove
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