A five-year longitudinal study, the Supporting Behaviour in the Early Years Project, concluded in 2019. Part of this study included tracking the word-level reading trajectories of 118 children in Grades 1, 2 and 3. Alongside this, their teacher’s concerns and the support provided to students was also tracked. The paper, A longitudinal analysis of the alignment between children’s early word‑level reading trajectories, teachers’ reported concerns and supports provided, presents findings from the study. In this Q&A, we hear from three of the paper’s authors, Professor Linda Graham, Haley Tancredi and Professor Pamela Snow on the study’s implications for educators. Learn more about this topic by reading in on TeacherMagazine.
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