Assisted reading practice: Effects on performance for
poor readers in grades 3 and 4.
Not exact matches
Three quarters of students who are
poor readers in third
grade will remain
poor readers in high school (U.S. Department of Education, 1999).
74 % of the children who are
poor readers in 3rd
grade remain
poor readers in the 9th
grade, many because they do not receive appropriate Structured Literacy instruction with the needed intensity or duration.
Research suggests that
poor readers read poorly because they are taught poorly at the earliest
grades, and the keys to solving this problem lie
in brain research on the affective learning domain.
Because reading is key to success
in school,
poor readers face a trajectory of failure and decreasing motivation: Students who are not at least moderately fluent
in reading by 3rd
grade are unlikely to graduate from high school (Slavin, Karweit, Wasik, Madden, & Dolan, 1994).
Teaching reading to
poor readers in the intermediate
grades: A comparison of text difficulty.
Poor readers in higher
grades could also benefit from peer tutoring — both as receiver and giver.
Research demonstrates that additional direct instruction provided appropriately, beginning
in kindergarten through third
grade, can help all but the most severely impaired students catch up to
grade - level literacy skills and close the gap for most
poor readers.