Conditions for Sustaining Research-Based Practices in Early Reading Instruction  

Oleh:

Foorman, Barbara R. ; Moats, Louisa C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 25 no. 1 (2004), page 51-60.
Fulltext: 51.pdf (144.79KB)

Isi artikel

Recent consensus documents are reviewed to define research-based practices in early reading instruction. Examples of professional development that incorporates research-based practices are provided, with particular reference to the Texas Reading Initiative and the authors’ research project in Houston and in Washington, DC. Data relating gains in teacher knowledge, ratings of teaching effectiveness, and student achievement are presented. Conditions essential to sustaining and scaling researchbased reading instruction are discussed and major obstacles identified.

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