A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided

In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through Grades 1, 2 and 3. Results show a significant decline in composite scores relative to age norms over time, with children achieving significantly lower in phonemic decoding than word recognition at the subtest level.

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After reading “Joe Gilliland’s ‘A Teacher’s Memoir’ ” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.