Improving the Reading Achievement of Americas Children: 10 Research-Based Principles.Report as inadecuate

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This paper summarizes 10 research-based principles for improving children's reading achievement. The principles are: (1) home language and literacy experiences that lead to development of key print concepts are plentiful; (2) preschool programs are beneficial for children who do not experience informal learning opportunities in their homes; (3) skills that predict later reading success can be promoted through a variety of classroom language and meaningful reading and writing events; (4) primary-level instruction that supports successful reading acquisition is consistent, well-designed, and focused; (5) primary-level classroom environments in successful schools provide opportunities for students to apply what they have learned; (6) cultural and linguistic diversity among children reflects the variations within the communities and homes in which they live; (7) children who are identified as having reading disabilities benefit from systematic instruction; (8) proficient reading in third grade and above is sustained and enhanced by programs that adhere to four fundamental features; (9) professional opportunities to improve reading achievement are prominent in successful schools and programs; and (10) entire school communities are involved in bringing children to high levels of achievement. Contains 30 references (three for each of the 10 research-based principles). (RS)

Descriptors: Classroom Environment, Cultural Differences, Elementary Education, Instructional Effectiveness, Preschool Education, Professional Development, Reading Achievement, Reading Improvement, Reading Instruction, Reading Research, Reading Skills

University of Michigan School of Education, 610 E. University Ave., Room 1600 SEB, Ann Arbor, MI 48109-1259; phone: 734-647-6940;

Author: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.


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