Beginning Reading Instruction for Students at Risk for Reading Disabilities: What, How, and When
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| Title: | Beginning Reading Instruction for Students at Risk for Reading Disabilities: What, How, and When |
|---|---|
| Language: | English |
| Authors: | Coyne, Michael D., Zipoli, Richard P., Ruby, Maureen F. |
| Source: | Intervention in School & Clinic. Jan 2006 41(3):161-168. |
| Availability: | PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free). |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2006 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | High Risk Students, Beginning Reading, Teaching Methods, Reading Instruction, Reading Difficulties, Intervention |
| ISSN: | 1053-4512 |
| Abstract: | In this article, the authors assist teachers who are working with young students at risk for reading disabilities by helping make sense of the large--but unwieldy--scientific knowledge base. They offer a conceptual framework for thinking about beginning reading instruction and intervention across three dimensions: the "content of instruction" (what to teach), the "delivery of instruction" (how to teach), and the "timing of instruction" (when to teach). The authors discuss each of these dimensions and describe how teachers can use them to help organize and make sense of what we know about beginning reading instruction for students experiencing reading difficulties. |
| Abstractor: | Author |
| Entry Date: | 2005 |
| Access URL: | https://www.ingentaconnect.com/content/proedcw/in |
| Accession Number: | EJ722312 |
| Database: | ERIC |
| Abstract: | In this article, the authors assist teachers who are working with young students at risk for reading disabilities by helping make sense of the large--but unwieldy--scientific knowledge base. They offer a conceptual framework for thinking about beginning reading instruction and intervention across three dimensions: the "content of instruction" (what to teach), the "delivery of instruction" (how to teach), and the "timing of instruction" (when to teach). The authors discuss each of these dimensions and describe how teachers can use them to help organize and make sense of what we know about beginning reading instruction for students experiencing reading difficulties. |
|---|---|
| ISSN: | 1053-4512 |
