Reviewing Core Kindergarten and First-Grade Reading Programs in Light of No Child Left Behind: An Exploratory Study

Autor/inn/en	Al Otaiba, Stephanie; Kosanovich-Grek, Marcia L.; Torgesen, Joseph K.; Hassler, Laura; Wahl, Michelle
Titel	Reviewing Core Kindergarten and First-Grade Reading Programs in Light of No Child Left Behind: An Exploratory Study
Quelle	In: Reading & Writing Quarterly, 21 (2005) 4, S.377-400 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Phonemes; Federal Legislation; Reading Research; Educational Strategies; Reading Programs; Reading Strategies; Reading Fluency + Suchen Sie Ihr Suchwort? Fonem; Bundesrecht; Leseforschung; Lehrstrategie; Reading strategy; Leselernstufe; Lesetechnik
Abstract	This article describes the findings of our review process for core reading programs and provides a preliminary rubric emanating from this process for rating core reading programs. To our knowledge, this is the first published review of the current "Reading First" guidelines and includes all five components of scientifically based reading research (SBRR): phonemic awareness, phonics, fluency, vocabulary, and comprehension. A research team independently examined all six core reading programs, completed a coding sheet, and recorded field notes. The research team was reliable in rating whether all five components were present and if the instructional routines were of good quality. Core programs aligned with "Reading First" shared several features that could support teachers in their mission to leave no child behind: a clearly articulated theoretical rationale for SBRR, explicit instructional strategies, and consistent instructional routines and organization. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10