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ERIC Number: ED429271
Record Type: RIE
Publication Date: 1998-Oct-1
Pages: 32
Abstractor: N/A
Standards for Primary-Grade Reading: An Analysis of State Frameworks.
Wixson, Karen K.; Dutro, Elizabeth
To begin the task of evaluating the impact of state standards on American students, a study compared the structure and information of state language arts standards. The analysis focused on the 14 state documents that provided benchmarks or objectives by grade level for grades K-3. The other 28 states either provided a single set of standards for K-12 or separate sets of standards for different grade clusters (e.g., K-3, 4-6, etc.). The analysis of the state standards documents led to several recommendations: (1) state standards should provide more information for grades K-3, due to the significant differences between and among these grade levels, as compared to the upper grades; (2) the organization of state standards and benchmark documents should conceptualize reading in a manner that is simple enough to support manageable systems of curriculum, instruction, assessment, and reporting, but not so simple that important areas of emphasis are overlooked; (3) state standards should include a logical progression of knowledge and skills from kindergarten through grade 3, and again from grade 3 to grade 12; (4) the content of early reading/language arts standards and benchmarks should derive from information based on current research conducted from a variety of perspectives, including research on reading acquisition among linguistically and culturally diverse children; and (5) state standards should invite conversation about what students should be able to do. Evaluations of state standards need to be based on defensible criteria and should reflect current research. The criteria used for this analysis should be useful to districts in evaluating their states' standards for early reading/language arts. Contains 67 references and 7 tables of data. (RS)
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.