ERIC Number: ED359516
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Reducing the Risk: Integrated Language Arts in Restructured Elementary Schools. Report Series 1.9.
Allington, Richard L.
The lion's share of funding made available under Title I of the Elementary and Secondary Education Act (ESEA) was directed to schools that served large numbers of children from low-income families. In an attempt to quickly upgrade the quality of reading instruction in these schools, specialist teachers were hired to supplement the reading instruction offered in the regular classroom program (or the "first system" of education). The ESEA institutionalized compensatory education and fostered the emergence of the second system of education which now includes remedial programs in reading, writing, mathematics, special education programs for the "mildly handicapped," as well other programs for at-risk students. The second system is now so pervasive that every public school incorporates one or more of its programs. But the second system has largely failed to improve education for children who find learning to read difficult. Unless the fundamentally flawed second system is replaced by an enhanced first system of regular education, the educational prospects for children who find learning to read difficult will not improve. The introduction of an integrated language arts effort may serve as a catalyst for rethinking the conventional wisdom that currently fragments curriculum, instruction, and professional responsibility for developing literacy in at-risk students. (A 31-item bibliography is attached.) (SAM)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Literature Teaching and Learning, Albany, NY.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I