Stephanie Al Otaiba

Kids’ reading success is boosted by long-term individualized instruction, finds 3-year study

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. Continue reading

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