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ERIC Number: EJ798929
Record Type: Journal
Publication Date: 2007-Sep
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0013-127X
Building a Case against Scripted Reading Programs
Milosovic, Sharon
Education Digest: Essential Readings Condensed for Quick Review, v73 n1 p27-30 Sep 2007
According to this author, it was inevitable that No Child Left Behind's emphasis on standardized testing and scientifically-based reading instruction would lead to a standardized curriculum. Programs such as Open Court, Success for All, and Direct Instruction further refined standardized curriculum to a scripted curriculum that requires teachers to read from a script while delivering the lesson. Milosovic finds that, despite the claims, scripted curricula has failed to meet the objective of increased literacy, due in part to the fact that it does not meet the needs of individual children. Although proponents of scripted curriculum claim that the results can be objectively measured and that those results will show an increase in literacy rates, studies touting its success have been cited as being fundamentally flawed, and many critics suggest that it has failed to meet its stated objectives. Some school administrators assert that the curriculum has increased favorable results and sound teaching practices, but evidence suggests that its effectiveness levels off after the second grade. One of the setbacks of scripted curricula is that it overwhelms the school day. It can take up to three hours a day to complete the lessons, which leaves little room for other subjects, and little time for essential vocabulary development, which is necessary for the development of reading fluency.
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001