ERIC Number: EJ794268
Record Type: Journal
Publication Date: 2008
Reference Count: N/A
Reading First, Literacy, and American Indian/Alaska Native Students
Reyhner, Jon; Hurtado, Denny S.
Journal of American Indian Education, v47 n1 p82-95 2008
The No Child Left Behind (NCLB) Act of 2001 and its Reading First provisions are an attempt to close the academic achievement gap between mainstream Americans and American Indian/Alaska Native and other ethnic minority groups who have a history of below average academic achievement. This article gives evidence that despite its laudable goals, there are serious flaws in NCLB's approach because it overlooks the role of poverty, motivation, and cultural differences that are major contributors to the achievement gap and because its Reading First provisions have strayed from the "balanced approach" recommended in the National Reading Panel's report, leading to an overemphasis on phonics approaches to reading instruction. Based on this analysis, recommendations for reauthorization are offered.
Descriptors: Literacy, Federal Legislation, American Indians, Alaska Natives, Academic Achievement, Cultural Differences, Minority Groups, Reading Instruction, Teaching Methods, Poverty, Learning Motivation, Phonics
Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001