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ERIC Number: ED465168
Record Type: RIE
Publication Date: 2002
Pages: 107
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-931762-03-1
ISSN: N/A
What We Know About: Effective Early Reading Instruction.
Wilson, Elizabeth; Protheroe, Nancy
The ability to read is critical for a child's future learning, and it opens the doors to social and economic advancement. Unfortunately, 17% to 20% of children in the United States encounter significant difficulties in learning to read. Although not all reading disabilities can be traced to obvious risk factors, such difficulties occur in disproportionate levels among children who are poor, racial minorities, and non-native speakers of English. Children who do not develop basic reading skills by the beginning of third grade are at risk for school failure and lifelong difficulties. This book, a guide to facilitating reading success, is designed for teachers and administrators who work with children in the early elementary grades or preschool. The book focuses on a variety of strategies, approaches, and programs for sound literacy instruction and prevention of reading difficulties, as well as methods of intervention for children at risk of reading failure. Chapters in the book are: (1) "Introduction"; (2) "The Evolution of Reading Intervention"; (3) "Effective Reading Instruction"; (4) "The Elements of Good Reading Instruction"; (5) "Early Identification and Assessment"; (6) "Early Intervention for Children at Risk of Reading Failure"; (7) "Fostering Literacy before Kindergarten"; (8) "Implementing Effective Programs"; and (9) "Summary." Appended is a glossary of terms used. (Contains 162 references.) (NKA)
ERS Member Services Information Center, Educational Research Service, 2000 Clarendon Blvd, Arlington, VA 22201-2908 (Stock no. 0449, $20). Tel: 800-791-9308 (Toll Free); Fax: 800-791-9309 (Toll Free); e-mail: msic@ers.org; Web site: http://www.ers.org.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Educational Research Service, Arlington, VA.