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ERIC Number: EJ887985
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-1463-9491
Complicating What It Means to "Struggle": One Young Child's Experience with a Mandated Literacy Initiative
Spencer, Tamara Glupczynski
Contemporary Issues in Early Childhood, v10 n3 p218-231 2009
In this article, the author explores the implementation of the K-3 Reading First initiative and its recommendation for scientifically based reading curricula. During a time of high-stakes testing and accountability, this policy has emphasized a skills-based approach to reading and placed importance on scripted teaching models. Using data from a qualitative study in a public school in New York City, the author draws on the experiences of one young child to see how the standardization of early literacy curriculum shaped his school-based literacy practices.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York