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ERIC Number: EJ1098485
Record Type: Journal
Publication Date: 2007
Pages: 31
Abstractor: As Provided
ISSN: EISSN-1938-9809
"The Three Literacy Gaps" and Title III of NCLB
Hetzel, June; Soto-Hinman, Ivannia
Forum on Public Policy Online, v2007 n1 Win 2007
"No Child Left Behind" (NCLB) attempts to ensure educational equity for all K-12 students. However, for the conceptual goals of NCLB to become reality, pre-service teacher training models must be modified to include a deeper understanding of individual differences and how these play out in classroom dynamics. The "Three Literacy Gaps" that hinder student learning must be understood by novice teachers: (1) the gap between the student and the text, including readability issues, background knowledge, experience, interest, motivation, language transfer, and tolerance for challenge; (2) the gap between the teacher and the student, including cultural and socioeconomic differences, language variables, perceptions, and expectations; and (3) the gap between the student and his peers, including cultural dynamics, family background, expectations, language, book access, learning rates, and literacy levels. In particular, Title III of NCLB provides accountability for the progress of English Language Learners. However, without a deep understanding of the "Three Literacy Gaps" and appropriate bridge-building strategies that help--rather than hinder--learning, novice teachers and seasoned alike, will continue to orchestrate classroom environments that widen, rather than close achievement gaps on high-stakes assessments. The "Three Literacy Gaps" model infuses literature from reading, second language acquisition, learning theory, and multicultural dynamics.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A