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ERIC Number: ED177534
Record Type: RIE
Publication Date: 1978-Jan-9
Reference Count: 0
Factors Affecting Reading Achievement.
A review of literature indicates that schools with effective reading programs tend to have common characteristics, such as a strong commitment to improved reading; a competent teaching and administrative staff; clearly defined objectives; a structured, intensified program; adequate assessment techniques; a variety of materials; and parental support and involvement. Many of the problems concerning the teaching and learning of comprehension result from a lack of basic knowledge of comprehension processes; and although research is currently studying the comprehension process, a gap still exists between what is known and what is practiced. Research to translate existing findings into instructional strategies is sorely needed, and transmitting such information to teachers also presents a problem. Continuing teacher education seems to offer both the greatest promise for improving reading and yet, in terms of time and resources, the greatest problem. (Author/RL)
Descriptors: Educational Improvement, Educational Problems, Elementary Education, Inservice Teacher Education, Performance Factors, Reading Achievement, Reading Comprehension, Reading Instruction, Reading Programs, Research Needs, Research Utilization, Success, Teacher Improvement
Research for Better Schools, 444 North Third St., Philadelphia, PA 19123 ($1.50)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.