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ERIC Number: EJ1023236
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0924-3453
Important Revelations about School Reform: Looking at and beyond Reading First
Barone, Diane
School Effectiveness and School Improvement, v24 n4 p392-416 2013
This article reports on Nevada's Reading First program and positions it as a source of reflection for future worldwide literacy reform efforts. Qualitative methodology was used for this analysis. Students' literacy achievement improved throughout the program until the last year of implementation. Students who remained at a Reading First school throughout their primary grades showed higher achievement than transient students. Revelations discovered through the analysis focus on: Positive but uneven student achievement; Variability in achievement across schools; Challenges of integrating coaches; Challenges of sustaining changes in teachers' practices; Failure to involve educators in policy design; and Policy changes through implementation; and, finally, Unintended consequences and questions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nevada
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A