title: Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?
abstract: The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at-risk for reading difficulties or disabilities are presented.
authors.affiliation: Florida Center for Reading Research and School of Teacher Education, Florida State University.
authors.forename: Shawn C
authors.initials: SC
authors.lastname: Kent
authors.affiliation: Florida Center for Reading Research and School of Teacher Education, Florida State University.
authors.forename: Jeanne
authors.initials: J
authors.lastname: Wanzek
authors.affiliation: Department of Teaching and Learning, Southern Methodist University.
authors.forename: Stephanie
authors.initials: S
authors.lastname: Al Otaiba
keywords: kindergarten; oral reading; reading instruction; struggling readers