ERIC Number: ED340001
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Prescription for Literacy: Providing Critical Educational Experiences. ERIC Digest.
Siegel, Donna Farrell; Hanson, Ralph A.
Two national studies have recently confirmed that specific kinds of educational experiences provided for children by both parents and teachers, from preschool through high school, can make a significant difference in their reading ability as young adults. Both studies analyzed data gathered from 3,959 high school students in 24 school districts across the United States. The Kindergarten Reading Follow-up (KRF) study examined long-term effects on children of being taught to read in kindergarten. The Reading Development Follow-up (RDF) study sought to identify specific kinds of experience that fosters high levels or reading achievement in high school seniors. The results of these two policy studies provide parents, educators, and policymakers with some straightforward guidelines for cultivating literacy development. The implications are clear: students who are provided with more of these specific kinds of experiences across their development will have higher reading achievement levels as young adults than those who have less. (RS)
Descriptors: Educational Improvement, Elementary Secondary Education, Extracurricular Activities, Family Involvement, National Surveys, Parent Participation, Preschool Education, Reading Achievement, Reading Research, Student Characteristics, Student Development, Student Needs
ERIC Clearinghouse on Reading and Communication Skills, Indiana University, 2805 E. 10th St., Suite 150, Bloomington, IN 47408-2698.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Practitioners; Parents; Policymakers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.