Why Early Reading Matters and Improving Outcomes for Young Children At-Risk for Reading Difficulties
| dc.contributor.author | Lafferty, Erin | |
| dc.contributor.department | Hood College Education Department | en_US |
| dc.contributor.program | Hood College Departmental Honors | en_US |
| dc.date.accessioned | 2021-04-25T22:13:01Z | |
| dc.date.available | 2021-04-25T22:13:01Z | |
| dc.date.issued | 2021-04-25 | |
| dc.description.abstract | The purpose of this research paper is to communicate the importance of why early reading matters and to identify various methods to improve reading outcomes for all students regardless of race or background. The research conducted focused on students who are most at-risk for reading difficulties in preschool through third grade, including students who come from homes of a lower socioeconomic status (SES), students with identified disabilities, English language learners, those who struggle with social emotional skills, and those who have experienced trauma. In addition to defining what “at-risk” means and who is included, the paper highlights elements of effective literacy instruction. A variety of evidence-based methods that can be used to improve reading outcomes for these students were also investigated. Findings from research as well as data collected through in-depth interviews conducted with Maryland-based Reading Specialists, Special Education Teachers, Classroom Teachers and Early Interventionists is used to drive the content. The purpose of this research is to share information to help all students succeed in their learning, particularly in the area of reading. Early reading skills have a life-long impact. It is the job of educators and policymakers to promote equity and ensure that all young children are set down the right path for positive literacy outcomes. | en_US |
| dc.format.extent | 62 pages | en_US |
| dc.genre | research papers | en_US |
| dc.identifier | doi:10.13016/m2c5ev-sacu | |
| dc.identifier.uri | http://hdl.handle.net/11603/21367 | |
| dc.language.iso | en_US | en_US |
| dc.relation.isAvailableAt | Hood College | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | at-risk | en_US |
| dc.subject | Socioeconomic Status (SES) | en_US |
| dc.subject | English Language Learners (ELL) | en_US |
| dc.subject | social emotional learning | en_US |
| dc.subject | Disabilities | en_US |
| dc.subject | Early Reading | en_US |
| dc.title | Why Early Reading Matters and Improving Outcomes for Young Children At-Risk for Reading Difficulties | en_US |
| dc.type | Text | en_US |
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