Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties

被引：13

作者：

Wanzek, Jeanne ^{[1
,2
]}

Roberts, Greg ^{[3
]}

Al Otaiba, Stephanie ^{[4
]}

机构：

[1] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32306 USA

[2] Florida State Univ, Sch Teacher Educ, Tallahassee, FL 32306 USA

[3] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA

[4] So Methodist Univ, Annette Caldwell Simmons Sch Educ, University Pk, TX USA

来源：

READING AND WRITING | 2014年 / 27卷 / 01期

关键词：

Reading difficulties; Reading instruction; Academic responding; CHILDRENS ACHIEVEMENT TRAJECTORIES; CLASSROOM-BEHAVIOR; ENGAGEMENT; GROWTH; SKILLS; OPPORTUNITIES; INTERVENTION; PERFORMANCE; JUDGMENTS; TEACHERS;

D O I：

10.1007/s11145-013-9433-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students' social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.

引用

页码：55 / 78

页数：24

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