Imagine two children, both entering first grade. One has mastered prereading skills, can sound out many words, and recognizes a rapidly growing set of words. The second child knows most of the letters in the alphabet but only a handful of letter-sound correspondences. How are these differences in reading skills likely to lead to different experiences in first grade?
Imagine two children, both entering first grade. One has mastered prereading skills, can sound out many words, and recognizes a rapidly growing set of words. The second child knows most of the letters in the alphabet but only a handful of letter-sound correspondences. How are these differences in reading skills likely to lead to different experiences in first grade?
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Imagine two children, both entering first grade. One has mastered prereading skills, can sound out many words, and recognizes a rapidly growing set of words. The second child knows most of the letters of the alphabet but knows only a handful of letter sound correspondences. How are these differences in reading skills likely to lead to different experiences in first grade?
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