Sentences with phrase «based early reading instruction»

Not exact matches

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

It's ironic: Education reformers are so united behind the Common Core standards, and yet 1) those very standards explicitly endorse scientifically based reading instruction, and 2) the focus on the importance of «reading complex text» appears to come at the expense of early reading instruction.

A generation ago, the infamous «reading wars» pitted phonics - based instruction in the early grades against «whole language,» which emphasized reading for meaning instead of spelling, grammar, and sounding words out.

Florida's test - based promotion policy is part of a broader effort to improve early reading instruction, which has included state - funded reading coaches, evidence - based professional development, and mandatory blocks of time dedicated to reading in all elementary schools.

[I'm most disappointed by] funding cuts for Reading First, a federally funded program that would implement scientifically based reading instructional and assessment tools to early reading instruction so children would be reading proficiently at the end of thirdReading First, a federally funded program that would implement scientifically based reading instructional and assessment tools to early reading instruction so children would be reading proficiently at the end of thirdreading instructional and assessment tools to early reading instruction so children would be reading proficiently at the end of thirdreading instruction so children would be reading proficiently at the end of thirdreading proficiently at the end of third grade.

Elementary reading instruction, for example, might be recognized as a role distinct from other tasks, with research - based preparation for diagnosing, instructing, and supporting early readers taught in highly specialized training programs.

«Calkins's program flies in the face of everything we know about evidence - based reading instruction,» notes Susan B. Neuman, a professor of early childhood and literacy education at New York University.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

Research supports evidence - based reading instruction and specifically, the explicit teaching of phonics in the early years of school.

We serve millions of students with i - Ready ® (adaptive diagnostic, online instruction, and practice apps for math and reading); Ready ® (standards - based instruction build from scratch for the Common Core); BRIGANCE ® (assessment and instruction for special education, early childhood, and Head Start); and other programs because of our laser focus on educators» needs over our own bottom line and a belief that thoughtful and continuous innovation leads to a positive impact on classrooms and measureable growth for students.

Experts from many quarters offer teachers a veritable bazaar of solutions — guided reading, early intervention, literature - based instruction, integrated language arts, phonics first... the list goes on and on.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

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