State Standards in Language Arts and Reading
Professional Organizations
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- The following is a list of organizations involved in education policy or education reform. Each listing includes background information about the organization, itsmailing address and phone number, and, when available, an e-mail address and alink to their home page.
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- NAEYC
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- A Short History What is Whole Language?
Does Whole Language Work? A Better Method Comparing Approaches Educators are Ignoring These Studies What should You Do? Does it Matter? Common Responses to Parents' Requests for Systematic Phonics A Bibliography
Other Resources for Research In Education
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- The Education Research Reports series is produced by the Office of Research, Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. It is published for teachers, parents, and others interested in current education themes.
- The following are summary statements about reading reproduced from Becoming a Nation of
Readers: The Report of the Commission on Reading. "Emerging literacy" refers to reading activities that typically begin in the home, preschool enviroment through approximately second or third grade. "Extending literacy" refers mainly to activities beginning in the third grade.
- funded by the U.S. Office of Special Education Programs. Emergent Literacy: Synthesis of the Research By Barbara K. Gunn
Deborah C. Simmons Edward J. Kameenui University of Oregon Although most preschool-age children cannot read and write in the conventional sense, their
attempts at reading and writing show steady development during this stage (Hiebert, 1988). Typically, reading research in this developmental period has focused on discrete skills that are prerequisite to reading, such as letter-sound correspondences and letter naming. By highlighting the processes and products of initial reading instruction, however, this research has largely excluded the role that writing (van Kleeck, 1990) and early childhood literacy learning play in facilitating reading and writing acquisition. In contrast, the emergent literacy perspective, which emanated from cognitive psychology and psycholinguistics, takes a broader view of literacy and examines children's literacy development before the onset of formal instruction (Hiebert & Papierz, 1990; Mason & Allen, 1986; McGee & Lomax, 1990;
Sulzby & Teale, 1991).
The Research