ERIC Number: EJ1071621
Record Type: Journal
Publication Date: 2015-Jun-12
Abstractor: As Provided
An Evidence-Based Model for Early-Grade Reading Programmes
Comings, John P.
Prospects: Quarterly Review of Comparative Education, v45 n2 p167-180 Jun 2015
This article proposes a model for design of early-grade reading programmes that is based on research and the implementation of research findings. The model has three components: (1) schools should provide instruction in a language their students speak and understand; (2) teachers should employ instruction that is consistent with the current evidence-based theory of how children acquire and improve reading skills; and (3) students should spend sufficient time on task in direct instruction and reading practice to make meaningful progress. For each component, the article describes the ways in which reading programmes are trying to implement that concept and the evidence that supports those approaches. The article concludes with ways this programme model could inform policy and be improved by further research.
Descriptors: Early Childhood Education, Early Reading, Reading Programs, Reading Instruction, Reading Skills, Reading Improvement, Time on Task, Direct Instruction, Evidence, Models
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A