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This paper discusses monitoring the school literacy program. Teachers make many educational decisions about how reading and writing should be taught in the classroom. Some teachers makes these decisions intuitively, but a systematic process of monitoring is more effective. When teachers monitor the school's literacy program, they track the reading progress of their students, the results of different teaching methods, and the value of various materials used to evaluate its effectiveness, and to make necessary improvements. Monitoring a school literacy program is a systematic process of examining students' reading progress and teachers' instructional strategies to improve students' reading and writing achievement. Any monitoring effort has three basic components: collecting information on a regular basis, analyzing and evaluating that information, and taking action to improve student performance. The careful planning of literacy monitoring involves addressing four questions: Why is the program being evaluated?; What is being evaluated?; How is the program being evaluated?; and How well has it been evaluated? An additional question is implied: At what points along the way will the process be monitored? The paper consists of the following sections: Issue; Overview; Goals; Action Options; Pitfalls; Different Viewpoints; (Illustrative) Cases; and Contacts. (NKA)

Descriptors: Educational Objectives, Elementary Education, Instructional Effectiveness, Literacy, Needs Assessment, Program Evaluation, Program Implementation, Reading Improvement, Reading Instruction, Writing Improvement, Writing Instruction

North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text:

Autor: Johnson, Debra; Foertsch, Mary


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