ERIC Number: ED464345
Record Type: Non-Journal
Publication Date: 1999-Nov
Reference Count: N/A
Progress of Education Reform 1999-2001, v1 n4 Nov-Dec 1999
Research shows that children who are not proficient readers by the end of third grade perform poorly in other subjects and have difficulties throughout the course of their schooling. The knowledge exists to teach all but a small percentage of students to become proficient readers. Despite this knowledge, a troubling number of children do not learn to read fluently enough to enjoy or engage in independent reading. This issue of the "Progress of Education Reform" is designed to provide state policymakers with a concise overview of these and other crucial questions related to improving student reading achievement. The article covers the following questions: How well are students reading? What accounts for Connecticut's success in improving student reading skills? What should teachers of reading know and be able to do? What can volunteer tutors contribute? and What can and should policymakers do? (NKA)
Descriptors: Classroom Techniques, Educational Change, Elementary Education, Instructional Effectiveness, Reading Achievement, Reading Instruction, Reading Skills, Teacher Role, Tutoring
Education Commission of the States, 707 17th St., #2700, Denver, CO 80202-3427. Tel: 303-299-3600; Fax: 303-296-8332; e-mail: email@example.com. For full text: http://www.ecs.org.
Publication Type: Collected Works - Serials; Reports - Descriptive
Education Level: N/A
Sponsor: GE Fund, Fairfield, CT.
Authoring Institution: Education Commission of the States, Denver, CO.
Identifiers - Location: Connecticut