Improving the reading achievement of America"s children
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Published by Center for the Improvement of Early Reading Achievement, Univ of Michigian, School of Education, U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in Ann Arbor, MI, [Washington, DC] .
Written in English

Subjects:

  • Developmental reading -- Research.,
  • Reading (Preschool) -- Research.,
  • Reading comprehension.

Book details:

Edition Notes

ContributionsEducational Resources Information Center (U.S.)
The Physical Object
FormatMicroform
Pagination1 v.
ID Numbers
Open LibraryOL17131626M

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Get this from a library! Improving the reading achievement of America's children: 10 research-based principles.. [Educational Resources Information Center (U.S.);]   critical elements for reading achievement. Reading Mastery incorporates all of these elements into its first two levels of reading instruction.” Burrville Elementary School Washington, DC “Improving the reading skills of all students is a top priority at Burrville School. The reading block was increased from 90 minutes to :// In Improving the Odds for America's Children, edited by McCartney (president, Smith College), Yoshikawa (New York Univ.), and Forcier (Harvard Graduate School of Education), the importance of investing in the future of the US by investing in the most vulnerable resource--the children--is superbly and clearly substantiated through the groundwork of scientifically based research and evidence We need a President who supports proactive, evidence-based approaches to improving reading proficiency at an early age, and will invest the resources necessary to support those programs. An early investment in literacy will pay dividends for our entire nation, both in terms of educational achievement and fiscal ://

The following ten statistics about struggling readers and reading growth, Some researchers estimate that children learn 1 new word for every 1, words read. Download the free Education Leader’s Guide to Reading Growth to get even more research-driven insights to support the reading growth and achievement of all students at your ://   reading is often associated (almost exclusively) with English language arts (ELA), it is central for student learning in all the other content areas, as captured in Jeanne Chall’s () idea of reading to learn (as Francis et al., ). That is, reading is an essential mediator for successful learning in all content areas (Brown, ).   Racial disparities in education have narrowed significantly, but the achievement gap between more affluent and less privileged children is wider than :// / SEPTEMBER | EPI Book Listen to a news conference with the authors and other experts on early childhood education and equality. Download the errata sheet for Inequality at the Starting Gate (Nov. 25, ). Purchase this publication. Inequality at the starting gate Social background differences in achievement as children begin school by Valerie E.

The reading framework was updated in and replaced the framework used for the reading assessments. Survey questionnaires, administered to students, teachers, and school administrators who participate in a reading assessment, are used to collect and report contextual information about students’ learning experience in and out of A reading intervention in rural India trained community volunteers who had a tenth- or twelfth-grade education for four days to teach children how to read and significantly improved reading achievement (Banerjee et al. ). In 55 of the 65 villages that received the program, volunteers started reading camps, which enrolled roughly 8% of all   Improving educational outcomes for poor children 2. High-poverty schools lack the capacity to substantially improve student learning, independent of financial re-sources. Potential solutions to this problem would in-volve helping schools improve the quality of their stan-dard operating practices, or increasing the instructional   In the Programme for International Student Assessment (PISA), an international survey of the reading achievement of year-olds, the U.S. had the widest gap — greater than 32 other countries — between the best and worst readers. These results demonstrate what reading experts say they already knew: most students leave the primary grades as competent readers steeped in the