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- Title
Investigating the instructional supportiveness of leveled texts.
- Abstract
The article investigates the instructional supportiveness of leveled texts. Leveled books originally selected by or produced for use in reading recovery or its regular classroom initiative are now also widely used in regular and special classrooms having no affiliation with reading recovery. The study found that reading recovery books, as a category of early reading instructional texts, provide only a moderate amount of support for word recognition instruction and almost none for decoding instruction in the use of onsets and rimes. This study investigates the instructional supportiveness of reading recovery books for two reasons. First, research on the instructional supportiveness of texts, as a new research approach, overcomes the current obstacles to researching the contribution of texts to early reading instruction. Second, this specific study is needed because books originally leveled for use in reading recovery are now also widely used in regular and special classrooms having no affiliation with reading recovery.
- Subjects
READING research; VOCABULARY; READING Recovery program; WORD recognition; CLASSROOMS; LANGUAGE &; education
- Publication
Reading Research Quarterly, 2005, Vol 40, Issue 4, p410
- ISSN
0034-0553
- Publication type
Article
- DOI
10.1598/RRQ.40.4.2