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ERIC Number: ED442096
Record Type: Non-Journal
Publication Date: 1999-Jan
Pages: 29
Abstractor: N/A
Reference Count: N/A
Federal and State Strategies To Support Early Reading Achievement.
Otuya, Ebo; Krupka, Susan
A study examined children's reading difficulties at the early grade levels and explored how federal and state governments are responding to this critical education problem. Sections of the study address: background issues in reading achievement; federal response to improve poor reading achievement; state issues in early reading achievement; effective intervention programs; and trends in reading assessment. Results indicate that five factors contribute to children's reading difficulties: (1) lack of phoneme awareness; (2) difficulty with reading comprehension; (3) lack of motivation to learn to read; (4) inadequate preparation of teachers; and (5) lack of standards and accountability. Findings suggest that there continues to be a gap between instructional theory and practice, and that as schools implement a balanced approach to reading instruction, adjusted curriculum, textbooks, and assessment models will be needed. Contains 28 references, and a figure and a table of data. (EF)
Educational Testing Service, State and Federal Relations Office, Suite 900, 1800 K. Street, N.W., Washington, DC 20006 Tel: 202-659-0616, Fax: 202-659-8075.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service, Washington, DC.
Identifiers - Laws, Policies, & Programs: Reading Excellence Act