title: The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.
abstract: For many students at risk for reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a learning disability. The purpose of this study was to examine the amount of time kindergarten students at risk for reading difficulties actively engaged in reading print during Tier I reading instruction, and the extent to which time in reading print was related to end-of-year reading achievement. Findings revealed the amount of time students were engaged in reading print predicted end-of-year reading achievement, although time engaged in reading print during Tier I was limited overall. Student and teacher level factors and their relationship to the amount of time students engage in reading print is also examined.
authors.affiliation: Florida State University.
authors.forename: Jeanne
authors.initials: J
authors.lastname: Wanzek
authors.affiliation: The University of Texas at Austin.
authors.forename: Greg
authors.initials: G
authors.lastname: Roberts
authors.affiliation: Southern Methodist University.
authors.forename: Stephanie
authors.initials: S
authors.lastname: Al Otaiba
authors.affiliation: Florida State University.
authors.forename: Shawn C
authors.initials: SC
authors.lastname: Kent
keywords: reading difficulties; reading instruction; response to intervention