Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap

Autor/inn/en	Teale, William H.; Paciga, Kathleen A.; Hoffman, Jessica L.
Titel	Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap
Quelle	In: Reading Teacher, 61 (2007) 4, S.344-348 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.61.4.8
Schlagwörter	Urban Schools; Beginning Reading; Federal Legislation; Reading Skills; Reading Instruction; Primary Education; Differences; Literacy; Reading Achievement; Low Income Groups; Reading Programs; Reading Comprehension; Writing Instruction; Elementary School Curriculum; Curriculum Development + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Erstleseunterricht; Bundesrecht; Reading skill; Lesefertigkeit; Leseunterricht; Primarbereich; Unterscheiden; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Leseverstehen; Schreibunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Addressing beginning reading instruction in urban schools, this article proposes that a curriculum gap exists in many K-3 classrooms that operate under the guidelines of the No Child Left Behind Act and Reading First. The authors make a case for the inclusion of systematic and sustained instruction in comprehension, content knowledge, and writing in the early grades as well as attention to the Reading First emphases on phonological awareness, decoding, word recognition, and reading fluency. (Contains 1 table.) (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10