Abstract
The purpose of this study was to explore reading rates in informational text for children in the primary grades (1–3) by analyzing a large, preexisting statewide dataset (n = 21,005). The results indicated that children in the primary grades read informational text at approximately two-thirds the rates that would be anticipated based on previous studies, and that these reading rates increased sporadically and slowly over the course of the school year. In addition, when cut scores or minimum rates from previous studies were applied to this sample, one-half to three-fourths of all students were identified as at-risk. Alternative norms for reading rate in informational text in grades 1–3 are provided, and implications for theory and practice are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
