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Improving Reading Instruction for K-12 Students: Urgent Need & Strategies

This article explores the urgent need to improve reading instruction and outcomes for K-12 students. It discusses the impact of socioeconomic factors on reading development and provides strategies to address reading struggles.

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Improving Reading Instruction for K-12 Students: Urgent Need & Strategies

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  1. Adapted from Torgesen (2005). The Urgent need to improve reading instruction and outcomes for our K-12 students Language

  2. Adapted from Torgesen (2005). The Urgent need to improve reading instruction and outcomes for our K-12 students Hart and Risley (1995) conducted a longitudinal study of children and families from three groups: • Professional families • Working-class families • Families on welfare

  3. Adapted from Torgesen (2005). The Urgent need to improve reading instruction and outcomes for our K-12 students Interactions Hart & Risley compared the mean number of interactions initiated per hour in each of the three groups.

  4. Adapted from Torgesen (2005). The Urgent need to improve reading instruction and outcomes for our K-12 students Interactions Hart & Risley also compared the mean number of minutes of interaction per hour in the three groups.

  5. Adapted from Torgesen (2005). The Urgent need to improve reading instruction and outcomes for our K-12 students Cumulative Language Experiences

  6. Adapted from Torgesen (2005). The Urgent need to improve reading instruction and outcomes for our K-12 students Cumulative Language Experiences

  7. Adapted from Torgesen (2005). The Urgent need to improve reading instruction and outcomes for our K-12 students Why do such high numbers of students struggle in learning to read Many students come to school poorly prepared for learning to read because of reduced learning opportunities in their pre-school environment Other students have biologically based, specific language disabilities that interfere with reading

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