Too often, in classroom practice, writing became an activity written for the teacher with little application to
literacy practices outside of school.
Not exact matches
The final report on the Early Reading First program, conducted by
outside researchers under contract to the research arm of the U.S. Department of Education, found the program has had the most significant effect in improving classroom activities and materials, as well as teacher
practices related to
literacy development.
Students who at home are socialized into the language and
literacy practices valued at school will continue to have a better chance of achieving academic success than those who do not have access to such
practices either inside or
outside of school.
Teachers consistently spoke of increases in their capacity in the following areas as a result of MELAF: personal growth as learners; ability to model
literacy to their students; increased reflective
practice; mentoring colleagues; working for change within and
outside their district; professional publishing; and working as advocates in district and state political institutions.