View in EDS

Retooling Literacy Education for the 21st Century: Key Findings of the Reading for Understanding Initiative and Their Implications

Saved in:
Bibliographic Details
Title: Retooling Literacy Education for the 21st Century: Key Findings of the Reading for Understanding Initiative and Their Implications
Language: English
Authors: Sabatini, John, O'Reilly, Tenaha, Doorey, Nancy A., Council of Chief State School Officers (CCSSO), Educational Testing Service (ETS), Center for Research on Human Capital and Education
Source: Educational Testing Service. 2018.
Availability: Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Peer Reviewed: N
Page Count: 40
Publication Date: 2018
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305F100005
Document Type: Reports - Research
Education Level: Preschool Education
Descriptors: Reading Research, Preschool Education, Elementary Secondary Education, Literacy Education, Reading Achievement, Reading Skills, Curriculum, Instruction, Evaluation, Faculty Development, Program Implementation, Outcomes of Education, Reading Comprehension
Assessment and Survey Identifiers: National Assessment of Educational Progress
Abstract: In May 2016, an invitational symposium on the Reading for Understanding (RfU) initiative was held in Alexandria, Virginia. Co-hosted by ETS and the Council of Chief State School Officers (CCSSO), the symposium brought together some 160 state and local education leaders to examine the results of the Reading for Understanding Initiative. The goal of the U.S. Department of Education-sponsored initiative was to accelerate the research on reading across grades preK-12. In 2010, five grant projects were awarded to focus on learning and instruction, and one project on assessment. In this policy report, the authors begin by framing the need for a focused, national effort to achieve universal, advanced reading literacy, arguing that it is an issue of equity as well as individual and national prosperity. The second portion presents a discussion of practical recommendations for lead practitioners, summarizing key insights from the RfU Research Initiative, remaining research challenges, and policy and practice recommendations for enhancing reading achievement across the educational developmental span from pre-K to secondary school graduation. In this report, the authors attempted to capture and communicate some key insights that can serve as principles for action now. Using the "race to the moon" metaphor, they suggested that change would require a shared vision that places value on the importance of improving reading development for all citizens. Second, the destination must be clear: What it means to be a proficient reader in the twenty-first century has changed, and assessment and instruction should follow suit. Third, change requires engineering a system that impacts policy through assessment, instruction, curriculum, professional development, and implementation of innovation for sustainability and continuous improvement. Adapting to the gradual accumulation of solid, stable empirical findings of research is important, but so too is learning to adapt educational practices to better serve children of today, large percentages of whom continue to fail to achieve reading comprehension levels at the standards that have been set for our nation. In the spirit of empirical science, the authors recommend that innovations in policies and practices should be considered and implemented where needed, but with an eye toward understanding better what works for whom and when. The insights illuminated here hopefully can serve as a foundation for such innovation.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2018
Accession Number: ED587186
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED587186
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED587186
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Retooling Literacy Education for the 21st Century: Key Findings of the Reading for Understanding Initiative and Their Implications
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sabatini%2C+John%22">Sabatini, John</searchLink><br /><searchLink fieldCode="AR" term="%22O'Reilly%2C+Tenaha%22">O'Reilly, Tenaha</searchLink><br /><searchLink fieldCode="AR" term="%22Doorey%2C+Nancy+A%2E%22">Doorey, Nancy A.</searchLink><br /><searchLink fieldCode="AR" term="%22Council+of+Chief+State+School+Officers+%28CCSSO%29%22">Council of Chief State School Officers (CCSSO)</searchLink><br /><searchLink fieldCode="AR" term="%22Educational+Testing+Service+%28ETS%29%2C+Center+for+Research+on+Human+Capital+and+Education%22">Educational Testing Service (ETS), Center for Research on Human Capital and Education</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Testing+Service%22"><i>Educational Testing Service</i></searchLink>. 2018.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 40
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305F100005
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22National+Assessment+of+Educational+Progress%22">National Assessment of Educational Progress</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In May 2016, an invitational symposium on the Reading for Understanding (RfU) initiative was held in Alexandria, Virginia. Co-hosted by ETS and the Council of Chief State School Officers (CCSSO), the symposium brought together some 160 state and local education leaders to examine the results of the Reading for Understanding Initiative. The goal of the U.S. Department of Education-sponsored initiative was to accelerate the research on reading across grades preK-12. In 2010, five grant projects were awarded to focus on learning and instruction, and one project on assessment. In this policy report, the authors begin by framing the need for a focused, national effort to achieve universal, advanced reading literacy, arguing that it is an issue of equity as well as individual and national prosperity. The second portion presents a discussion of practical recommendations for lead practitioners, summarizing key insights from the RfU Research Initiative, remaining research challenges, and policy and practice recommendations for enhancing reading achievement across the educational developmental span from pre-K to secondary school graduation. In this report, the authors attempted to capture and communicate some key insights that can serve as principles for action now. Using the "race to the moon" metaphor, they suggested that change would require a shared vision that places value on the importance of improving reading development for all citizens. Second, the destination must be clear: What it means to be a proficient reader in the twenty-first century has changed, and assessment and instruction should follow suit. Third, change requires engineering a system that impacts policy through assessment, instruction, curriculum, professional development, and implementation of innovation for sustainability and continuous improvement. Adapting to the gradual accumulation of solid, stable empirical findings of research is important, but so too is learning to adapt educational practices to better serve children of today, large percentages of whom continue to fail to achieve reading comprehension levels at the standards that have been set for our nation. In the spirit of empirical science, the authors recommend that innovations in policies and practices should be considered and implemented where needed, but with an eye toward understanding better what works for whom and when. The insights illuminated here hopefully can serve as a foundation for such innovation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED587186
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED587186
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
    Subjects:
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: National Assessment of Educational Progress
        Type: general
    Titles:
      – TitleFull: Retooling Literacy Education for the 21st Century: Key Findings of the Reading for Understanding Initiative and Their Implications
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Council of Chief State School Officers (CCSSO)
      – PersonEntity:
          Name:
            NameFull: Educational Testing Service (ETS), Center for Research on Human Capital and Education
      – PersonEntity:
          Name:
            NameFull: Sabatini, John
      – PersonEntity:
          Name:
            NameFull: O'Reilly, Tenaha
      – PersonEntity:
          Name:
            NameFull: Doorey, Nancy A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2018
          Titles:
            – TitleFull: Educational Testing Service
              Type: main
ResultId 1