Students who develop proficient reading skills are more likely to experience positive outcomes both in and beyond the school setting. If students start developing strong literacy skills at a young age, they are more likely to perform well in school and achieve academic success. Despite ongoing efforts to support students' development of reading…

"Setting the Foundation: A Report on Elementary Grades Reading in Tennessee" (ED572952) provides insight into the challenges associated with early grades reading in Tennessee, along with a set of recommendations for building more readers across the state. This appendix provides detailed information about reading programs in Tennessee…

Introduction: The perceived information needs of teachers who specialize in reading instruction for at-risk first graders were studied and related to frameworks for the role of social context in information needs, seeking and use. The frameworks considered were: disciplinarity, role theory in work settings, small worlds and information grounds and…

A questionnaire survey of reading instruction status in six New England states was part of the New England Educational Assessment Project, representing a joint effort of the six New England State Departments of Education. Questionnaires were mailed to all reading consultants; elementary principals; and kindergarten, first-, and fourth-grade…

This report summarizes the evaluation of AISD's Literacy Support Plan for a comprehensive reading intervention initiative for kindergarten through grade 3 students during the 1999-2000 school year.