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Download full textFoundation for Excellence in Education (ExcelinEd), 2020
A Comprehensive K-3 Reading Policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. For students severely below grade level and who do not…
Descriptors: Reading Instruction, Educational Policy, Early Childhood Education, Grade 3
Foundation for Excellence in Education (ExcelinEd), 2017
The goal of a Comprehensive K-3 Reading Policy is to establish intensive reading intervention for K- 3 students who are at risk of reading failure to help ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention can…
Descriptors: Early Childhood Education, Reading Instruction, Intervention, Reading Difficulties
Foundation for Excellence in Education (ExcelinEd), 2017
A Comprehensive K-3 Reading Policy establishes intensive reading intervention for K-3 students to ensure they read on grade level by the end of third grade. The policy then requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention provides struggling readers the additional time and intensive…
Descriptors: Reading Instruction, Educational Policy, Early Childhood Education, Grade 3
Peer reviewed
Direct linkJohnson, Evelyn S.; Jenkins, Joseph R.; Petscher, Yaacov; Catts, Hugh W. – Learning Disabilities Research & Practice, 2009
Screening for early reading problems is a critical step in early intervention and prevention of later reading difficulties. Evaluative frameworks for determining the utility of a screening process are presented in the literature but have not been applied to many screening measures currently in use in numerous schools across the nation. In this…
Descriptors: Screening Tests, Test Validity, Reading Difficulties, Disability Identification
Clyde E. Alderman Jr. – Online Submission, 2008
This applied dissertation was designed to evaluate a Reading Recovery program at an alternative school in Florida. The Reading Recovery program was used as an intervention for improving students' reading skills and performances on the Florida Comprehensive Assessment Test (FCAT) that is given each year to students in Grades 7 and 8. The…
Descriptors: Nontraditional Education, Middle Schools, Remedial Reading, Reading Failure
