‘The analysis of programs presented is extremely thorough and complete. The comparisons are easy to follow due to the use of the same logical framework for each program.’
Karen L. Tichy, Associate Superintendent for Instruction
Archdiocese of St. Louis
Improve reading outcomes by using research and evidence-based instructional methods!
Early reading and literacy have become the focus of policymakers, with a renewed emphasis on the early grades. In this essential new resource, authors and educational specialists Edward P. St. John, Siri Ann Loescher, and Jeffrey S. Bardzell provide a unique guide to today′s most important and most effective research-based reading programs. The book′s in-depth coverage analyzes and compares features, frameworks, tools, methods, outcomes, and reform components for 17 major reading programs:
- Early Intervention in Reading
- Early Steps
- Reading Recovery
- First Steps
- Four Blocks
- Literacy Collaborative
- Waterford Early Reading Program
- Readers′ and Writers′ Workshops
- Teacher Inquiry
- Accelerated Schools Project
- ATLAS Communities
- Modern Red Schoolhouse
- Yale School Development Program
- America′s Choice
- Different Ways of Knowing
- Lightspan Achieve Now
- Success for All
Improving Reading and Literacy in Grades 1-5 offers a balanced approach by the authors and can be used by elementary school principals, district curriculum directors, and all reading specialists charged with aligning their reading and literacy instruction with new federal requirements and best instructional practices.
About the author
Edward P. St. John is professor of educational leadership at Indiana University and was director of the Indiana Education Policy Center. His research focuses on policy issues in K–16 education (1998–2002). At the Policy Center, he has directed several studies of the impact of early read-ing programs and comprehensive school reform. His other collaborative books on topics related to school reform include Accelerated Schools in Action (Corwin), Families in Schools (Heinemann), and Reinterpreting Urban School Reform (SUNY Press).
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