What Do Professional Organizations Have to Say About Teaching Reading
- Education Resources, Position Papers
- Publications
- Teacher Tips, A Look At Research on Teaching Reading in Kindergarten
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New Reports to Inform Early Childhood Decisions
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- National Academy Press, Reading Readiness
- UC Davis Division of Education
- Reforms Needed to Improve Children's Reading Skills
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- Phonics and whole language learning: a balanced approach to beginning reading.
- - Explains recent discoveries about language-reading, writing, and speaking-and how it is learned. Also offers nine new interrelated ideas about the kinds of experiences that foster children's language learning and how they can be incorporated into the classroom. Committee on School Practices and Programs. 1993.
- Outlines the principles that should guide the implementation of an integrated curriculum, as developed by the major national subject-matter organizations. Consortium for Interdisciplinary Teaching and Learning. 1995.
- Discusses oral storytelling and how storytelling is a unique classroom tool for learning about ourselves, about the ever-increasing information available to us, and about the thoughts and feelings of others. Committee on Storytelling. 1992.
- Offers suggestions for teaching writing and reading to culturally and linguistically diverse students and articulates guidelines for selecting materials. Task Force on Racism and Bias in the Teaching of English. 1986.
- Covers assumptions about learners and teachers, knowledge, and language, and lists practices that Council constituencies should follow. 1991.
- What should English language arts students know and be able to do?
- The Standards for the English Language Arts, prepared by the International Reading Association (IRA) and the National Council of Teachers of English (NCTE), define what our two organizations believe students should know about and be able to do with language as a result of their kindergarten through grade twelve schooling. The standards grow out of a national conversation about the goals and purposes of English language arts education. Our aim is to ensure that all students develop the literacy skills they need to succeed in school, in the workplace, and in the various domains of life.
- Frequently Asked Questions and Answers Regarding the Standards for the English Language Arts and the Literacy Compact
Report on Reading Stresses Complexity of Process Northwest Regional Educational Laboratory Resources: Northwest Report From the highest levels of government to local board rooms and living rooms, childrenšs reading skills are undergoing scrutiny and debate. President Clinton has launched a national initiative to make sure every American child reads well by the end of third grade. Congressional leaders are negotiating the shape that initiative will take. Meanwhile, state education departments work to craft strategies that will ensure success for all students. And across the land, parents, educators, and policymakers weigh in on the often-emotional topic of phonics vs. whole language.
State of the Art: Reading, November 1993Ten ideas to transform instruction in reading and heighten literacy learning for all students are offered in this booklet. These ideas, some of which have already begun to take hold in classrooms across the country, are based on solid research findings and practical experience. They represent movement away from well-known reading instruction practices of the recent past which have endured for half a century. Changes in practice have been brought about largely due to dramatic gains in knowledge over the last two decades. Research has led to new understandings about basic cognitive and instructional processes, particularly those involved in reading comprehension.
The Research