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It's important to be aware of and understand the policies and general trends that affect schools and children. This section contains information about Reading First and No Child Left Behind, the position statements of important education associations, and national and international reading scores.
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By: Beth Antunez (2002)
In 1997, Congress approved the creation of a National Reading Panel (NRP) to initiate a national, comprehensive, research-based effort on alternative instructional approaches to reading instruction and to guide the development of public policy on literacy instruction (Ramírez, 2001).
By: George W. Bush (2001)
The Bush administration's program, No Child Left Behind, is a plan for educational reform that is targeted at changing the use of federal funds to close the achievement gap and improve achievement levels. The following is excerpted from the executive summary.
By: Erik W. Robelen (2001)
Given that Title I aid is spread throughout every state and nine out of ten school districts, one out of five eligible high poverty schools in poor districts are not receiving this aid. Learn about the history of the debate on Title I allocation.
By: U.S. Department of Education (2001)
President George W. Bush's initiative, Reading First, aims to ensure that every child learns to read by the third grade. This summary describes its proposals.
By: David J. Hoff (2001)
In the 2000 Programme for International Student Assessment (PISA), an international survey of the reading achievement of 15-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 basics, but many fail to refine and build on their skills as they move through middle and high school.
By: International Reading Association (2000)
Schools in the United States face enormous challenges in teaching children to read and write. Meeting these challenges in the 21st century will require a fundamental change in how policy makers, parents, and school professionals look at improving schools.
By: Jerry West, Kristin Denton, and Elvie Germino-Hausken (2000)
Understanding the skills and challenges that today's kindergarteners bring to school can help teachers teach them appropriately. This article summarizes findings from a longitudinal study of the kindergarten class of 1998-1999, in terms of their family backgrounds and their cognitive, social, and physical development.
By: G. Reid Lyon (2000)
Making the teaching of reading into a research-based profession requires that research findings be trustworthy and understandable to the classroom teacher. This article summarizes recent initiatives to improve the use of reading research in the classroom, and argues for increased efforts in these areas.
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