Does early reading instruction help reading in the long-term? A review of empirical evidence

Sebastian Paul Suggate

Abstract


Abstract. Widespread and extensive changes have seen early reading instruction become an educational target for preschool and kindergarten aged children. Surprisingly, empirical researchers and policy makers have by and large paid little attention to the effects that early reading instruction has on later reading development. In this critical review, I outline five main arguments for early reading and examine their logical and evidential basis. Then I present research that has compared groups of children over the long-term as a function of whether they received early formal reading instruction or not. I conclude, on the basis of the evidence and critique, that children do not show better long-term reading performance that is attributable to their having received earlier formal reading instruction.

Keywords: Early reading; reading development; early childhood; long term; reading; language

Full Text:

PDF


© 2010-2018 Research on Steiner Education (RoSE). ISSN 1891-6511 (online). Hosted by the Rudolf Steiner University College, Norway and by the Alanus University of Arts and Social Sciences, Germany and the Pedagogical Research Institute of the German Waldorf School Association