ERIC Number: ED442096
Record Type: Non-Journal
Publication Date: 1999-Jan
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)
Descriptors: Beginning Reading, National Standards, Phonemic Awareness, Primary Education, Reading Achievement, Reading Difficulties, Reading Instruction, Reading Readiness, State Standards
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
Authoring Institution: Educational Testing Service, Washington, DC.
Identifiers - Laws, Policies, & Programs: Reading Excellence Act