ERIC Number: ED393075
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Developing Functional Literacy, A Challenge in Diversifying the Curriculum.
Sainz, Jo-Ann; Biggins, Catherine M.
A study determined whether the gap that separates bilingual reading disabled high school students from English speaking high school students could be bridged in a more efficient manner than the methodology presently being used in many schools throughout the New York City Public School System. Subjects were 33 bilingual students diagnosed as "reading well below average" by the "Degree of Reading Power" standardized reading test administered to all public schools. The reading materials used with the bilingual students were texts at grade- and age-appropriate levels. The contents of these texts were presented, initially, through the students' listening and speaking communication channel while they were developing a simplified decoding system through the "Easy Steps to Reading Independence" (ESTRI) reading support program for decoding words the students did not recognize at first sight in the reading passages. Results indicated that students were able to develop efficiency in using the simplified decoding system for decoding words in content area subjects at age- and grade-appropriate levels. The ESTRI program was validated for use in the schools by the New York State Education Department Sharing Success Program on April 24, 1994. (Contains 45 references.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Easy Steps to Reading Independence; New York City Board of Education
Note: Paper presented at the Annual Conference of the College of English Association (25th, Orlando, FL, April 7-9, 1994).