ERIC Number: ED448435
Record Type: RIE
Publication Date: 2001-Jan
Reference Count: N/A
Reading: Know What Works. A Practical Guide for Educators. National Reading Panel Update.
National Inst. for Literacy, Washington, DC.
Based directly on the reports of the National Reading Panel ("Teaching Children To Read") and the National Research Council ("Preventing Reading Difficulties in Young Children"), this guide is designed to be an accessible and practical document that delivers research findings about effective reading instruction that may serve as guidelines for reading teachers in Title I schools. The guide amounts to a "checklist" to help teachers and principals to recognize the key characteristics of quality reading programs at a glance and to match instruction in their classrooms to the best practices described in the research. The guide does not describe any single way to teach a child to read. It is divided into seven parts: Understanding Reading Instruction; Important Reading Skills (Phonemic Awareness, Phonics, Fluency, Comprehension, and Vocabulary); Reading Readiness; Beginning Readers; Intermediate Readers; Children with Special Needs; and Grade-by-Grade Accomplishments. The first six sections are not broken down by grade level: in the early grades, all children learn to read at different speeds and how to deal with different challenges. The "accomplishments" listed in the last section are based on grade levels to give teachers and parents a sense of what they can reasonably expect children to do as they become more skillful readers. (RS)
Descriptors: Beginning Reading, Primary Education, Reading Achievement, Reading Instruction, Reading Programs, Reading Readiness, Special Needs Students
National Institute for Literacy, 1775 I St., NW, Ste. 730, Washington, DC 20006. Tel: 202-233-2025; Fax: 202-233-2051; Web site: http://www.nifl.gov.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Elementary and Secondary Education (ED), Washington, DC.
Authoring Institution: National Inst. for Literacy, Washington, DC.
Note: For the previous July 2000 report, see CS 014 234.