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ERIC Number: EJ820250
Record Type: Journal
Publication Date: 2008-Nov
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0013-1253
Reducing Literacy Failure through Teacher Development: Implementing a Balanced and Flexible Literacy Diet
Willows, Dale
Education Canada, v48 n5 p20-24 Nov 2008
How children feel about school and about themselves in the early years can set the stage for their future success in school and in life. Learning to read and write in those early years is pivotal: children who are not successful by the end of grade three have little chance of ever becoming fully literate. This failure diminishes their chances of success in virtually all other academic areas and leads them into a spiral of low self-esteem, school drop out, and poverty. This article discusses "The Balanced and Flexible Literacy Diet" framework which draws on Canada's Food Guide (the Food Pyramid in the U.S.) to bypass the great debate and lead educators into a more productive way of thinking and talking about literacy. The goal is to help teachers and school administrators put research into practice in elementary schools by raising their understanding of the processes involved in learning to read and write and of the instructional practices that are most effective in the classroom. Within the framework, parallels are drawn between the requirements of a healthy diet and important considerations in effective literacy education. (Contains 2 figures and 7 notes.)
Canadian Education Association. 317 Adelaide Street West #300, Toronto, ON M5V 1P9, Canada. Tel: 416-591-6300; Fax: 416-591-5345; e-mail: publications@cea-ace-ca; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada