, 1999). Instructional methods for these struggling students include phonemic awareness (Wagner, Torgesen, & Rashotte, 1994)
, 1999). Instructional methods for these struggling students include phonemic awareness (Wagner, Torgesen, & Rashotte, 1994)
, 1999). Instructional methods for these struggling students include phonemic awareness (Wagner, Torgesen, & Rashotte, 1994)
If they are ready to read they should be allowed to begin, because children are generally good at gauging when they are ready to do something. Testing children early for reading ability and comprehension can also pinpoint students that do not read well or are struggling for some reason (Walton, 2003)
For students in the outlier areas, it was often difficult. They were either having trouble keeping up and that was making them feel inferior, or they were bored and restless because they already knew everything that the teacher was discussing or because they wanted to read something that was on a higher level and, therefore, more interesting to them and their intellectual abilities (Windmueller, 2001)
These kinds of tests will not only show how well a student reads, but will show how well a student does or does not perform a specific task that is crucial to reading. Students may be strong in some areas and weak in others, and overall may learn to read along with their peers, but if students who have problems in a specific area can be targeted early and helped, those students may turn out to be excellent and prolific readers because they were already doing well in other areas of literary (Yopp & Yopp, 2000; Tollefson, 2001; Zifcak, 1981)
These kinds of tests will not only show how well a student reads, but will show how well a student does or does not perform a specific task that is crucial to reading. Students may be strong in some areas and weak in others, and overall may learn to read along with their peers, but if students who have problems in a specific area can be targeted early and helped, those students may turn out to be excellent and prolific readers because they were already doing well in other areas of literary (Yopp & Yopp, 2000; Tollefson, 2001; Zifcak, 1981)
These kinds of tests will not only show how well a student reads, but will show how well a student does or does not perform a specific task that is crucial to reading. Students may be strong in some areas and weak in others, and overall may learn to read along with their peers, but if students who have problems in a specific area can be targeted early and helped, those students may turn out to be excellent and prolific readers because they were already doing well in other areas of literary (Yopp & Yopp, 2000; Tollefson, 2001; Zifcak, 1981)