Teachers Adapt Their Instruction In Reading According To Individual Children's Literacy Skills (review of article 46th)

Teachers Adapt Their Instruction In Reading According To Individual Children's Literacy Skills

This study examines the extent to which first-grade teachers adjust their reading instructions to specific children's literacy skills in their classrooms, and investigate whether teacher and class characteristics influence the adaptation. Three hundred and seven Finnish children are tested with their literacy skills at the end of their kindergarten years. At the beginning of the first grade, these children's teachers fill out a questionnaire about the reading support they provide to each child. The results show, firstly, that poor reading skills are shown by children at the end of kindergarten, more personalized instructional readings that teachers give to children in grade 1. Second, inexperienced teachers or have few teaching assistants in the classroom Adapting their instructions based on children's literacy skills to a higher level than other teachers do.

Annisa Masnasuri Kesai

16611069

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