Watering the garden before a rainstorm: The case of early reading instruction

TY - CHAP

T1 - Watering the garden before a rainstorm

T2 - The case of early reading instruction

AU - Suggate, Sebastian P.

N1 - Publisher Copyright: © 2012 for selection and editorial matter Sebastian Suggate and Elaine Reese.

PY - 2012/1/1

Y1 - 2012/1/1

N2 - The main scientific argument in favour of developing early reading skill comprises three strands. The first strand from longitudinal studies shows correlations in reading skills over time, such that struggling readers in kindergarten and first grade are likely to be the lowest performing later on. Second, many cite the positive effects that reading intervention programs for young children have, thereby proposing that these should play a vital role in preschool and kindergarten in reducing disadvantage. In the third strand, Matthew Effects in reading (Stanovich, 1986) are cited, whereby the achievement gap between the better and worse readers is thought to widen over time.

AB - The main scientific argument in favour of developing early reading skill comprises three strands. The first strand from longitudinal studies shows correlations in reading skills over time, such that struggling readers in kindergarten and first grade are likely to be the lowest performing later on. Second, many cite the positive effects that reading intervention programs for young children have, thereby proposing that these should play a vital role in preschool and kindergarten in reducing disadvantage. In the third strand, Matthew Effects in reading (Stanovich, 1986) are cited, whereby the achievement gap between the better and worse readers is thought to widen over time.

UR - http://www.scopus.com/inward/record.url?scp=85123138604&partnerID=8YFLogxK

U2 - 10.4324/9780203115558-30

DO - 10.4324/9780203115558-30

M3 - Chapter

AN - SCOPUS:85123138604

SN - 9780415614894

SP - 181

EP - 190

BT - Contemporary Debates in Childhood Education and Development

PB - Taylor & Francis

ER -