The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at–risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high–risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at–risk for reading difficulties or disabilities are presented.
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