Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
The purpose of this study was to review and analyze the literature concerning the optimum time to begin teaching reading. Four questions were answered, addressing the optimum time to begin teaching reading; advantages of early reading; problems with early reading; and guidelines for developing an effective reading program.
Early readers were found to have better grades, a higher self-esteem, and continued to be better readers throughout the secondary school years. However, some early readers also experienced difficulties because of the pressure and high expectations put on them at an early age.
It was concluded that there is no magical age to begin teaching reading. There are advantages and disadvantages to early reading instruction. More research needs to be conducted concerning which methods and materials are most effective and to determine the longitudinal effects of early reading instruction.
Year of Submission
2001
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Charles R. May
Date Original
2001
Object Description
1 PDF file (iv, 31 pages)
Copyright
©2001 Lisa A. Ludwig
Language
en
File Format
application/pdf
Recommended Citation
Ludwig, Lisa A., "Optimum time to teach beginning reading" (2001). Graduate Research Papers. 1110.
https://scholarworks.uni.edu/grp/1110
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Language and Literacy Education Commons
Comments
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