The Four Pillars to Reading Success: An Action Guide for States

Autor/inn/en	Goldenberg, Claude; Glaser, Deborah R.; Kame'enui, Edward J.; Butler, Kelly; Diamond, Linda; Moats, Louisa; Spear-Swerling, Louise; Goldberg, Margaret; Grimes, Sally C.
Institution	National Council on Teacher Quality
Titel	The Four Pillars to Reading Success: An Action Guide for States
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Reading Instruction; Elementary School Teachers; Reading Teachers; State Government; Government Role; Preservice Teacher Education; Knowledge Base for Teaching; School Districts; Student Evaluation; Reading Tests; Instructional Materials; State Programs; Reading Programs + Suchen Sie Ihr Suchwort? Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Bund-Länder-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; School district; Schulbezirk; Schulnote; Studentische Bewertung; Lesetest; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Regierungsprogramm
Abstract	Learning how to read is not something that comes naturally. Many children need instruction from their teachers that follows the research on the most effective and efficient methods of teaching reading (often referred to as the "science of reading"). The path to literacy is supported by many actors, but states have a role in these four essential pillars: (1) insisting that prep programs build teacher candidate knowledge; (2) recommending to districts the best tools for assessing their students' reading proficiency; (3) evaluating and recommending instructional materials; and (4) giving resources to districts so they can provide external supports for classroom teachers. (ERIC).
Anmerkungen	National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01