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Download full textFoundation for Excellence in Education (ExcelinEd), 2022
The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. This document shows why a K-3 reading policy is necessary, discusses evidence and research, and explains the fundamental principles of a comprehensive early literacy policy.
Descriptors: Emergent Literacy, Early Childhood Education, Kindergarten, Reading Instruction
Peer reviewedLarsen, Janet J.; And Others – Journal of Reading, 1976
Descriptors: College Freshmen, Higher Education, Reading Ability, Reading Diagnosis
Vigilante, Alan – 1994
A practicum encapsulated a reading skills assessment and intervention program utilizing computer-aided instruction and support activities for four 3-week sessions. The primary target population was the 43 juvenile delinquents at a Florida juvenile detention center who completed posttest measures. A total of 280 students participated in the…
Descriptors: Adolescents, Computer Assisted Instruction, Delinquency, Delinquent Rehabilitation
Elligett, Jane K.; Tocco, Thomas S. – 1974
The purpose of this study was to assess the reading growth of pupils in the Pinellas County (Florida) Reading System (PCRS) as compared with pupils in other types of reading programs. Data on 757 children in the target schools and 768 children in the comparison schools was analyzed. The conclusions reached in this evaluation were: that this study…
Descriptors: Cost Effectiveness, Elementary Education, Elementary School Students, Program Evaluation
Elligett, Jane K. – 1974
The purpose of this study was to provide descriptive information about the Pinellas County (Florida) Reading System (PCRS) as adapted by individual schools for selected pupils in the seventh and eighth grades. The results of this study indicate that low achieving pupils have made fluctuating but significant gains beyond normal expectations in…
Descriptors: Reading Achievement, Reading Comprehension, Reading Difficulty, Reading Instruction
Toliver, Mary A. – 1994
A program was developed and implemented to help identify, give direction to, and build self-confidence in children who lack emergent reading skills on entering first grade. Objectives were for 80% of the 18 students at a Florida elementary school to recognize the basic concepts about print, and that two or more cueing systems be used to decode or…
Descriptors: Decoding (Reading), Early Intervention, Emergent Literacy, Grade 1
Turner, Edward C.; Fey, T. Frederick – 1977
Ideas and suggestions relating to the teaching of reading comprehension are presented in this publication. The first chapter discusses the comprehension process and current issues and trends in comprehension research. The second chapter presents data from a statewide assessment program in Florida, in order to indicate strengths and weaknesses in…
Descriptors: Diagnostic Teaching, Educational Assessment, Educational Resources, Elementary Education
Allen, Debra G. – 1991
A practicum was implemented to provide low-achieving first-grade students with individualized instruction that would teach strategies to assist them in becoming independent readers. Secondary goals were: (1) to implement and develop a Chapter 1 Reading Improvement Plan targeted for low achieving first graders; (2) to improve reading self-esteem;…
Descriptors: Grade 1, Individualized Instruction, Instructional Effectiveness, Low Achievement
Direct linkFairbanks, Colleen M., Ed.; Worthy, Jo, Ed.; Maloch, Beth, Ed.; Hoffman, James V., Ed.; Schallert, Diane L., Ed. – National Reading Conference, 2003
The National Reading Conference (NRC) Yearbook represents an archive of conference reports that have undergone the rigorous review that research demands, as well as an indicator of topics, ideas and concerns that occupied participants during the annual conference. With this 52nd volume of the Yearbook, the editors hope the reader finds a broad…
Descriptors: Discourse Communities, Journal Writing, Literacy, Teacher Effectiveness
