A Governor's Guide to Early Literacy: Getting All Students Reading by Third Grade

Autor/in	Lovejoy, Anna
Institution	National Governors Association, Center for Best Practices
Titel	A Governor's Guide to Early Literacy: Getting All Students Reading by Third Grade
Quelle	(2013), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Reading Skills; Literacy Education; Elementary School Students; Preschool Education; Knowledge Level; Parent Influence; Teacher Influence; Academic Standards; Early Childhood Education; Kindergarten; Grade 2; Grade 1; Grade 3; Curriculum; Alignment (Education); Access to Education; Child Care; Educational Quality; Parent Participation; Teacher Competencies; Teacher Certification; Principals; Administrator Role; Evidence Based Practice; Accountability; Quality Assurance; State Government; Government Role + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Pre-school education; Vorschulerziehung; Wissensbasis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Curricula; Lehrplan; Rahmenplan; Access; Bildung; Zugang; Bildungszugang; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Elternmitwirkung; Lehrkunst; Principal; Schulleiter; Verantwortung; Qualitätssicherung; Bund-Länder-Beziehung
Abstract	Improving early literacy is essential to increasing high school graduation rates allowing students to be successful in postsecondary education and ensuring the prosperity of all Americans, according to a report released by the National Governors Association (NGA). "A Governor's Guide to Early Literacy: Getting all Students Reading by Third Grade" examines the gap between research and policy and describes the five policy actions that governors can take to ensure all children read at grade level by the end of third grade. States can increase the number of children who are proficient in reading by third grade by including three major and widely embraced results of educational research in their efforts: (1) Differences in literacy and language development in early childhood can lead to achievement gaps as early as kindergarten; (2) Reading proficiency requires a focus on interrelated skills and knowledge taught over time; and (3) Parents, primary caregivers, and teachers have the most influence on children's language and literacy development. (As Provided).
Anmerkungen	NGA Center for Best Practices. 444 North Capitol Street Suite 267, Washington, DC 20001. Tel: 202-624-5300; Fax: 202-624-5313; Web site: http://www.nga.org/center
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01