Leaders at the Arlington County (Virginia) NAACP call on the Superintendent of APS Public Schools to adopt evidence-based reading instruction in every district K-3 classroom. Our children's literacy is a critical civil rights and equity issue. Every child has the right to consistent, high-quality instruction.
This Q&A provides a brief overview of the responsibility of public schools to provide and pay for a student's assistive technology under the federal IDEA law and Section 504.
View the results of the updated 2017 study on oral reading fluency (ORF) by Jan Hasbrouck and Gerald Tindal, with compiled ORF norms for grades 1-6. You'll also find an analysis of how the 2017 norms differ from the 2006 norms.
Is your school using the new Common Core standards? This is a big change for students — and their parents. Get to know the four "anchors" of the Common Core writing standards and simple things you can do at home to help your child build skills in all of these areas.
Is your school using the new Common Core standards? This is a big change for students — and their parents. Get to know what the four main areas of the Common Core reading standards mean and simple things you can do at home to help your child build skills in these areas.
In many states, third graders who cannot read proficiently are required to repeat that year. This policy, known as mandatory retention, can greatly impact students' emotional and cognitive development. In an effort to reconcile the academic and social needs of young learners, this article addresses the pros and cons of mandatory retention, global treatment of the problem, and possible solutions.
The Lead for Literacy initiative is a series of one-page memos for policymakers and early literacy leaders on how to improve young children's literacy, birth to age 9. Using evidence from research, these briefs are designed to help leaders avoid common mistakes and present solutions and strategies for scalability and impact.
A nationally representative sample of 213,100 fourth-graders participated in the 2011 assessment. Learn more about the key findings and trends in this Reading 2011 snapshot.
Get the basic facts about what it takes for a young child to learn to read, best practices in teaching reading, the importance of oral language in literacy development, why so many children struggle, and more in this overview.
The powerful combination of systematic vocabulary instruction and expanded learning time has the potential to address the large and long-standing literacy gaps in U.S. public schools, particularly with low-income students and English language learners.
The National Early Literacy Panel looked at studies of early literacy and found that there are many things that parents and preschools can do to improve the literacy development of their young children and that different approaches influence the development of a different pattern of essential skills.
America's approach to education has lagged behind as industry and technology have continued to advance. To truly prepare students for the 21st century workforce, and to remain competitive in the global economy, the National Center on Education and the Economy has ten policy recommendations for America's schools.
One of the toughest parts of NCLB for local school districts is creating an accountability plan that works. While school districts have made progress in accountability over the last five years, they have also encountered great obstacles, outlined here.
According to author E. D. Hirsch, Jr., the only useful way to prepare for a reading test is indirectly by becoming a good reader of a broad range of texts, an ability that requires broad general knowledge.
This article provides an overview of the federal No Child Left Behind law and includes information to help parents use provisions of NCLB to ensure that their child has access to appropriate instruction.
Schools in the United States face enormous challenges in teaching children to read and write. Meeting these challenges in the 21st century will require a fundamental change in how policy makers, parents, and school professionals look at improving schools.
This influential 1998 report was developed by The Committee for the Prevention of Reading Difficulties in Young Children, established by the National Academy of Sciences to study the comparative effectiveness of interventions for young children who are at risk of having problems learning to read. The primary goal of the project was to translate the research findings about reading into advice and guidance for parents, educators, and others involved in the literacy development of young children.