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ERIC Number: ED440362
Record Type: RIE
Publication Date: 2000
Pages: 21
Abstractor: N/A
CORE: Reading Reform That Works! Comprehensive School Reform.
This booklet describes CORE (Consortium on Reading Excellence), a company which began in California in 1995 and has subsequently expanded its work. CORE is committed to the view that the most effective professional development includes both theory and practice, focuses on teaching and learning, is grounded in collegial relationships, is based on current research, and provides models of good teaching and structured feedback. CORE is committed to leveraging professional development in literacy to support school change. CORE's fundamental goal is that all students will learn to read fluently, enjoy reading, and use reading as a tool for further learning. The booklet outlines the guiding principles of CORE and its services and commitment and pinpoints critical relationships as being at the center of systemic reading improvement. A fully implemented CORE program should have the following results: most first graders will be independently reading simple beginning materials with many easy words by the middle of the first grade; most second through fourth graders who have been through a complete, balanced reading program will be able to read and understand appropriate materials and will read 25-35 books each year; most fifth through eighth graders who have been through a balanced reading program will be able to read and understand appropriate materials and read 120-150 words per minute; and most high school students will successfully read grade-level materials and meet district and state exit standards in reading. Appendixes contain the principal's commitment compact, 21 resource recommendations, and a list and brief description of 14 CORE client programs. (NKA)
Consortium on Reading Excellence, Inc., 5855 Christie Avenue, Suite A, Emeryville, CA 94608. Tel: 510-595-3400.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A