As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…

This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…

This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF)schools. The findings suggested that children with LD-SLD labels…

NCLB and Reading First are negotiated in implementing beginning reading instruction. The article describes and analyzes how two critical conditions for creating opportunity--access to qualified teachers and rigorous academic curriculum--are met by examining the enactment and adaptation of a prescriptive core reading program disproportionately…

In order to be successful in an educational setting, a student must acquire a particular register of language specific to academia, or an academic register. It cannot be acquired through ordinary social intercourse. It is specific to school. Acquiring the academic register is the greatest challenge English Learners (EL) face during their academic…

According to this author, it was inevitable that No Child Left Behind's emphasis on standardized testing and scientifically-based reading instruction would lead to a standardized curriculum. Programs such as Open Court, Success for All, and Direct Instruction further refined standardized curriculum to a scripted curriculum that requires teachers…

Struggling readers may regularly worry about reading at an appropriate speed and intonation. Fluency is a "hot" topic according to Jack Cassidy's annual reading survey published in "Reading Today," in which he interviews various literacy experts throughout the United States on the hot and not-so-hot reading topics. Fluency…

As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on…

Addressing beginning reading instruction in urban schools, this article proposes that a curriculum gap exists in many K-3 classrooms that operate under the guidelines of the No Child Left Behind Act and Reading First. The authors make a case for the inclusion of systematic and sustained instruction in comprehension, content knowledge, and writing…

To provide the first interstate quasi-experimental assessment on the power of content integration in building reading skills, the authors studied the effects on reading comprehension of GeoLiteracy--a K-8 package of 85 lessons that teaches geography in the context of practicing reading and writing skills. Ninety-six third through eighth grade…

This is the first research handbook to address all dimensions of diversity that have an impact on literacy achievement. Leading experts examine how teaching and learning intersect with cultural and language differences and socioeconomic disparities in today's increasingly diverse schools and communities. The volume weaves compelling research…

The mission of the Tennessee Reading Panel (TRP) is to promote lifelong literacy for all Tennessee citizens. The TRP provides literacy support through leadership, advocacy, teacher training, professional development, and the establishment of community and family partnerships. Recognizing that literacy is the basis for all learning, this document…

The increasing demand for improved student performance in the context of significant time constraints places considerable stress on educators and administrators to develop innovative strategies that promote literacy acquisition. This article describes the procedures and outlines the evaluative data for Reading Their Way, a literacy acquisition…

"No Child Left Behind" (NCLB) attempts to ensure educational equity for all K-12 students. However, for the conceptual goals of NCLB to become reality, pre-service teacher training models must be modified to include a deeper understanding of individual differences and how these play out in classroom dynamics. The "Three Literacy…

This publication contains Arizona public schools' academic standards for Grade 1. The contents of this document include the following: (1) The Arts Standard 2006--Grade 1; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…