What At-Risk Readers Need

Autor/in	Allington, Richard L.
Titel	What At-Risk Readers Need
Quelle	In: Educational Leadership, 68 (2011) 6, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Reading Programs; Kindergarten; Grade 1; Reading Instruction; At Risk Students; Reading Skills; Professional Development; Teacher Improvement; Paraprofessional School Personnel; Reading Improvement; Computer Assisted Instruction; Screening Tests; Educational Quality + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Reading skill; Lesefertigkeit; Computer based training; Computerunterstützter Unterricht; Screening-Verfahren; Quality of education; Bildungsqualität
Abstract	Despite the fact that two of every three students in U.S. schools have reading proficiencies below the level needed to adequately do grade-level work, schools don't make a point of offering either high-quality professional development for kindergarten teachers nor expert tutorial instruction for at-risk kindergartners. This means that most schools will deliberately create a pool of students who will become their struggling readers. Schools typically focus on three approaches that don't work: using paraprofessionals to help struggling readers, using computer-based instructional programs, and using core reading programs. To effectively support young struggling readers, schools need to screen kindergarteners on day one and provide additional high-quality reading instruction to those in need of it, continue to offer supports in 1st grade, and engage students in high-success reading. (Contains 1 endnote.) (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10