Kindergarten Instruction and early reading achievement

Linn, Robert L.; Meyer, Linda A.

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https://hdl.handle.net/2142/31272 Copy

Description

Title

Kindergarten Instruction and early reading achievement

Author(s)

• Linn, Robert L.
• Meyer, Linda A.

Issue Date

1985-12

Keyword(s)

• decoding ability
• reading instruction
• kindergarten
• early reading achievement

Abstract

The relationship of the amount of classroom time devoted to reading instruction, the number of reading related activities, and teacher instruction feedback to reading achievement at the end of kindergarten was investigated for a sample of approximately 300 children in 14 kindergarten classrooms at three schools. Based on nine rounds of full-day observations, it was found that there are large between- and within-class differences in the amount and type of reading instruction received by the kindergarten children. These differences were strongly related to student decoding ability in the spring after controlling for fall achievement. Future analyses of the continuing longitudinal follow-up of these children will investigate the degree to which these differences in early reading achievement are reflected in later reading comprehension differences.

Publisher

• Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
• Cambridge, Mass. : Bolt Beranek and Newman, Inc.

Series/Report Name or Number

Center for the Study of Reading Technical Report ; no. L-4

Type of Resource

text

Language

eng

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http://hdl.handle.net/2142/31272

Copyright and License Information

Copyright 1985 Board of Trustees University of Illinois

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