ERIC Number: ED447440
Record Type: Non-Journal
Publication Date: 2000-Feb-12
Reference Count: N/A
Report of the NEA Task Force on Reading, 2000.
National Education Association, Washington, DC.
The National Education Association (NEA) is committed to high achievement for all students and recognizes that the United States has far too many students who read but do not read well enough to meet the high standards set for students or to function in the world. Debates about the best way to teach reading are not new, but the intense politicization of reading instruction is a relatively new development. This report consists of a comprehensive set of guidelines, based on both research and promising practice, aimed at helping NEA members as they plan instruction, select programs and materials, and influence state and local policy related to reading. The task force which developed the report are all outstanding teachers who have received recognition for their expertise and commitment. After a preface, the report contains the following sections: Reading from the Perspective of Expert Teachers; Guidelines for Effective Reading Instruction; and Action and Policy Recommendations. The first appendix contains a synthesis of the initial task force discussions, and considerations based on the knowledge of expert teachers and supported by research. The second appendix contains excerpts from "Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success" published in 1996 by the NEA Foundation for the Improvement of Education. (Contains 50 references.) (NKA)
Descriptors: Educational Policy, Educational Practices, Elementary Secondary Education, Literacy, Reading Instruction, Reading Processes, Teacher Role
For full text: http://www.nea.org/readingmatters/expert/tfrfinal.pdf.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.