Students who consistently receive individualized reading instruction from first through third grade become better readers than those who don’t, according to new research published in Psychological Science, a journal of the Association for Psychological Science.
These findings come after a three-year study that followed several hundred Floridian students, who received varying amounts of individualized instruction, from first to third grade.
“Our results show that children need sustained, effective instruction from first through third grade if they are going to become proficient readers,” said psychological scientist Carol McDonald Connor of Arizona State University, who led the research team.
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