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This policy brief provides background information to state leaders as they play an increasingly visible role in reading programs. It focuses on understanding how children learn to read; on clarifying what research says about effective reading approaches; on why so many students are not reading successfully; and on identifying what policymakers can do to help increase student-reading performance. Too many students are not reading at grade level and apparently are not receiving adequate opportunities to catch up to their peers. But no single approach works best for all children under all conditions. The more strategies teachers have at hand, the more they are able to switch gears and adapt their approach to a student's needs. Ways to prevent reading problems include early diagnosis, but many teachers do not diagnose problems soon enough; and teachers can be aided in this endeavor through teacher preparation, professional development, and the use of reading standards and accountability. Some of the actions that policymakers can take to improve reading results include providing grants for remedial services, funding reading programs, requiring professional development plans, and mandating that districts set kindergarten reading-readiness goals. Some examples of state policies related to reading are presented. (RJM)

Descriptors: Administrative Policy, Educational Assessment, Elementary Secondary Education, Reading Achievement, Reading Diagnosis, Reading Programs, Remedial Reading

Education Commission of the States, 707 17th Street, Suite 2700, Denver, CO 80101-3427 ($4); phone: 303/299-3600; fax: 303/296-8332; e-mail: ecs[at]ecs.org; web: http://www.ecs.org.









Autor: Education Commission of the States, Denver, CO.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12301&id=ED428425







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