ERIC Number: EJ890680
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: 0
If I Follow the Teachers' Editions, Isn't that Enough? Analyzing Reading Volume in Six Core Reading Programs
Brenner, Devon; Hiebert, Elfrieda H.
Elementary School Journal, v110 n3 p347-363 Mar 2010
Core reading programs have a tremendous influence over reading instruction in the United States. Federal policies such as Reading First put increasing pressure on schools to implement a core reading program. While core reading programs contain a wide variety of suggested strategies and activities, they may not provide sufficient text or volume of reading to improve achievement, particularly for the lowest-performing students. This study examines the teachers' editions of 6 core reading programs to determine the number of words of text and the volume of reading afforded to students provided the teacher uses every text and opportunity to read available in the suggested lesson planner. The third-grade editions of 6 leading core reading programs provide an average of 15 minutes of reading volume per day, ranging from 10.2 minutes to 24.4 minutes.
Descriptors: Reading Programs, Reading Strategies, Reading Instruction, Textbook Content, Teaching Methods, Elementary School Teachers, Reading Achievement, Program Effectiveness
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.journal.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A