Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy

Autor/inn/en	Collet, Vicki S.; Penaflorida, Jennifer; French, Seth; Allred, Jonathan; Greiner, Angelia; Chen, Jingshu
Titel	Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
Quelle	In: Educational Considerations, 47 (2021) 1, Artikel 5 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9282
Schlagwörter	State Policy; Reading Comprehension; Phonological Awareness; Reading Fluency; Web Sites; Reading Programs; Reading Research; Vocabulary Development; Reading Motivation; Oral Language; Policy Formation; Specialists; Teaching Methods; Reading Instruction; Phonics; Instructional Effectiveness; Needs Assessment; Literacy Education; Reading Interests; Learning Processes; Sociocultural Patterns; Research Reports; Interdisciplinary Approach; Phonemic Awareness; Meta Analysis; Likert Scales; Reading Difficulties; Young Children; Emergent Literacy + Suchen Sie Ihr Suchwort? Leseverstehen; Web-Design; Leseforschung; Wortschatzarbeit; Lesemotivation; Oral interpretation; Mündlicher Sprachgebrauch; Politische Betätigung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Unterrichtserfolg; Bedarfsermittlung; Leseinteresse; Learning process; Lernprozess; Soziokulturelle Theorie; Research report; Forschungsbericht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Meta-analysis; Metaanalyse; Likert-Skala; Reading difficulty; Leseschwierigkeit; Frühe Kindheit; Frühleseunterricht
Abstract	In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a state's reading initiative website. Our purpose was to guide implementation and inform policy-makers. In alignment with the initiative, experts agreed reading aloud, comprehension, vocabulary, fluency, phonological awareness, and phonics all deserve a place in early literacy instruction. Additionally, they agreed some components not included on the website warranted attention, such as motivation, oral language, reading volume, writing, and needs-based instruction. Further, experts cautioned against extremes in describing aspects of early reading instruction. Findings suggest that experts' knowledge of the vast body of ongoing research about reading can be a helpful guide to policy formation and implementation. (As Provided).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01