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ERIC Number: EJ880527
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1086-296X
Reading First: Hard to Live with--Or without
Pearson, P. David
Journal of Literacy Research, v42 n1 p100-108 2010
In this article, the author reports on what he found impressive in the evaluation results of the program Reading First (RF) in four states: Utah, Michigan, Pennsylvania, and Florida. The author states that responding to these four exemplary state-level studies of Reading First evoked mixed feelings. He noticed three things: (1) the RF effect emerges in less rigorous designs; (2) the RF effect in the evaluation studies is real; and (3) the RF effect is real. The author concludes by thanking the four author teams for their well-crafted, informative, and important contributions and insights in helping teachers understand the legacy of Reading First to their field. He remains convinced, even after reading the reports, that there is no credible evidence for certain mandated components, such as (a) the use of DIBELS to monitor instruction, (b) phonics-dominated curriculum beyond K-1, or (c) externally mandated curriculum and professional development. The lessons that the author takes from these efforts are that reform requires attention and time, that focus matters, and that attending to the needs of all students matters most of all. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida; Michigan; Pennsylvania; Utah